
Copyright )j?. 



CiCEffilGHT DEPOSIT. 



THOUGHTS ON 
TRAINING 

For All Classes 
of People 



By 
HATTIE BASSETT 



u^ 



A\ 



:t)^ 



Copyright, 1919, by Hattie Bassetl, 
All rights reaeroed. 



APR 29 I9I|) (31^,5^5366 



CONTENTS 



1 


PART ONE 


7 


Preface. 


9 


Economical Phases. 


37 


The Holly and the Oak. 


55 


Values. 


65 


PART TWO 


66 


Preface to Part Two. 



67 Some Results of a Vitalized School System. 

75 The Importance of Sanitation in the Public School. 

93 Why Counties Should Hold a School Directors* 
Association. 

105 The Scope of the Teacher. 

133 PART THREE 

135 Preface to Part Three. 

137 Biblical Citations. 

139 Students' Index of Marginal Subheads. 

144 The Benediction. 



[ 3 ] 



PART ONE 

"Come unto me, all ye that labour 
and are heavy laden, and I will give 
you rest."— Mat. 11:28. 

"Blessed are those servants whom 
the Lord when he cometh shall 
find watching; verily I say imto 
you, that he shall gird himself, and 
make them to sit down to meat, 
and will come forth and serve them." 
—Luke 12:37. 



PREFACE 

The writer believes that whatever Good for 
is good for one person to know is all if good 
good for all persons to know; and so 'or one 
steadfast was this belief that she in- 
cluded the phrase, "for all classes of 
people," in the title. As a matter of 
fact, each person often learns from 
the intelligence manifested from some 
other person, or we would not have 
been commanded to: "Go and 
preach," "Let your light so shine," 
etc. Then each must in some meas- 
ure, at least, manifest enough intel- 
ligence to instruct his associate. 



barrier to 
knowledge 



Individuals, "in the course of Occupa- 
human events," learn from each tion no 
other in an untold degree; therefore, 
all should be taught the best things 
in the best way. No good informa- 
tion should be withheld because this 
one or that one follows this or that 
occupation for a livelihood. Con- 
cerning Part Two, from the stand- 
point of advancement, it is more 
necessary for mothers and fathers to 



PREFACE 



Classifying 
according 
to worlc 



Can be re- 
read with 
profit 



know how to teach than it is for 
teachers to know how to teach. 
They are with the children more 
hours than the teachers are. Again it 
may be said that, if teachers and 
other classes of people grew up under 
tactful instructions they would know 
how to instruct tactfully. 

By "classes of people" the author, 
classifying according to professions, 
means farmers, merchants, clerks, 
carpenters, lawyers, housekeepers, 
milliners, and so on. 

The contents of this book are not 
published with a view that they may 
be hastily scanned and permanently 
discarded. The third part has been 
arranged to aid readers in ready re- 
search. With the proper use of the 
students' index a reader may speedily 
find pointed suggestions from which 
he can make practical applications, 
and practical applications seem to be 
the "line upon line, precept upon 
precept," that mankind needs. 

Hattie Bassett. 



ECONOMICAL 
PHASES 

What hast thou in the house? 
—II Kings 4:2. 

There seems to have been a great Colossal 
deal said and written about econom- fiS"'*®^ 
ics, but not much economy prac- 
ticed. Those who advocate political 
economy calculate it on too large a 
scale for the individual to gain much 
applicable information. It is dealt 
with in such bulky quantities, and 
among business establishments, not 
in direct touch with the average 
family, that the real meaning has 
not been uncovered in the homes 
where the scale of measurement runs 
to the extreme opposite in avoirdu- 
pois, and the diminutives stand for 
the vast. The enormous considera- 
tion is all right for those who manage 

[ 9] 



THOUGHTS ON TRAINING 

nation-wide affairs, or even in exten- 
sive physical and political sections of 
country. 

Definition These supporters of economics fre- 
quently heed very little of its teach- 
ings within their own personal utili- 
ties and expenses. It makes no 
difference whether economy is ob- 
served analytically, synthetically, or 
simultaneously, it concerns the home, 
and each participant in that home. 
The International Dictionary, which 
is used authentically, says that eco- 
nomics is the science of household 
affairs, or of domestic management. 
In the first point, the domestic 
management that is closest home, 
and under the control of the indi- 
vidual is his personal expenditures. 
Furthermore, the dictionary defines 
an economist as one who expends 
money, time, or labor, judiciously, 
and without waste. The seeming 

I 10 ] 



ECONOMICAL PHASES 

natural way to manage rationally- 
then, is for the spender, or the laborer 
to use without waste the money, 
time and labor which he possesses. 
He may know exactly how to take 
care of his interest and small per 
cents, nevertheless, it is his plan of 
investing for returns or non-returns 
that makes for, or against, this 
science of affairs. 

The pursuance of it depends upon Entirely 
the economic thought which is im- ^^^^^^ 
peratively mental. The broad and 
free invitation of "whosoever will" 
opens the door for seekers to come 
into the thought, the exercise of 
which he may be more comfortable 
on less means. A frugal propensity 
can not be thrust on the non-seeker 
with good effects; at least, the proper 
mentality is not mortally forced into 
the mentality of another, and termi- 
nate in the renewal of mind that St. 

[ 11 1 



THOUGHTS ON TRAINING 

Paul taught his followers. If the 
person thinks he can do on a small 
quantity of supplies, he can; if he 
thinks that worldly pleasures are not 
necessary for his good, it is, "as he 
thinketh in his heart, so is he." On 
the other hand, if his highest under- 
standing allows him to require mul- 
tiplied supplies, clothes, and pleas- 
ures, these will form his mental 
realm — what he perceives in his con- 
sciousness which is no more nor less 
than what "he thinketh in his heart.'' 
What he perceives may be a mortal 
concept — a wrong thought. If he 
is controlled by a wrong thought 
what he thinks and does will be far, 
far away from what is right. It will 
have little to do with God's un- 
changeable, eternal plan of facts — 
the truth about being. 

The In the study of demand and supply 

talents ^^ j^^^,^ ^j^^^ every gift comes from 

[ 12 ] 



ECONOMICAL PHASES 

one infinite source, and every gift 
that can be utilized is a talent. In 
the scriptural record of the talents 
their use did not depend on the 
strength of muscle or of bone, but all 
depended on the mental attitude of 
the receivers. There existed within 
the mental realm of the first servant 
a consciousness that he could, and 
would use his talents. The same 
consciousness existed in the men- 
tality of the second servnat. The 
third servant sought no more exalted 
understanding than to horde, or to 
waste his possession. In manifesting 
that understanding he stood as a 
product of his thoughts — what he 
thought in his heart. 

The divine penalty for waste, and Forfeiture 
mere selfish gain, and neglect of ex- 
emption, is forfeiture. A waste in 
money may mean a forfeiture in 

I 13 1 



THOUGHTS ON TRAINING 

food, that is, the waster may be de- 
prived of a necessity which that 
money would buy; a waste in food 
may mean a forfeiture in some other 
needful commodity. Extravagance of 
time, money, and labor may bar the 
one in question from proper discern- 
ment of the righteous way. There is a 
sowing and a reaping in the forfeit- 
ure of good. If we sow to misuse, 
we reap to need. Waste and useless 
articles illustrate misuse. Destitu- 
tion is often the manifestation of mis- 
use somehow, somewhere of the God- 
given elements of time, money, or 
labor — a manifestation of the diso- 
bedience of the first commandment, 
and a departure of faith in the true 
God, the giver of all gifts. Divine 
justice affirms that we shall not be 
impunished for this careless relin- 
quishment and slothful service; thus 
our reaping is according to our sow- 

[ 14 1 



ECONOMICAL PHASES 

ing; it is as certain in economics as in 
daily deeds. 

A reward (a salvation) in regula- Judicious 
tive sustenance is as profitable as a "^ "^® 
reward in any phase of humanity. 
Earth does not fail to supply, but 
so-called mortal man may fail in its 
appropriation. There is no waste in 
the vegetable kingdom. It sends its 
bountiful products into the animal 
kingdom for food, clothing, and 
shelter; what humanity can not con- 
sume falls back into the soil to enrich 
it. The mineral kingdom that man 
can not consume remains in the soil 
for future supply, or aids in support 
and formation of the earth. The 
adaptation of every plant, and ani- • 
mal to its own compatible clime, the 
suitable pursuit and zone of every 
race is the wisdom thereof. These 
eternal riches to mankind existed in 

[ 15 ] 



THOUGHTS ON TRAINING 

the realm of everlasting thought, 
before they were manifested to the 
world. 



Natural This is a creative plan. Nature 

thoug t means the creation, the universe. 

is econom- ' 

ical Thought that has its nativity in the 

cause of originals is natural thought. 
The economical idea is the natm-al 
thought; it coincides with nature to 
meet the needs of man. It is no 
man-made law; it is given from the 
supremacy of gifts and conforms to 
the law of its purpose. Nature's 
supply is complete. It is inexhaust- 
ible. Sparing as it may seem, it is 
not bound or limited, because at the 
point where one aid is exhausted the 
same, or another one is supplied to 
fill the need. Mortal man's interpre- 
tation might say: "I have no more." 
God's infinite love says: "Come unto 
me; my yoke is easy." Comfort 

t 16 1 



ECONOMICAL PHASES 

abounds. Man's extremity is God's 
opportunity. "Ask whatsoever ye 
will in my name." 

The extravagant idea of resources Unnat- 
and utility is the unnatural thought. "^^*»®s8 
Instead of conforming to nature's 
furnishings it often discards even that 
which it has. Wrong notions of the 
gifts from above are not natural to 
the giver because those notions have 
no nativity in the supreme, omnipo- 
tent source. 

In economics the prudent manage- Proofs of 

ment is the natural management be- i"*^»ciou8- 

ness 

cause nature and its manifestation 

are not imprudent. The wise exe- 
cutions are the natural ones, for wis- 
dom is not unnatural. The economist 
studies discreetness, skilfulness, and 
discernment. These qualities are 
natural elements which belong to the 
perpetual fitness of ceaseless activity. 

t 17 ] 



THOUGHTS ON TRAINING 

Nature, solved to its loftiest signifi- 
cance is not undexterous, or indis- 
creet, but is sagacious throughout the 
universe and appears to the econo- 
mist in positive, well-advised guid- 
ance and administration. If a thrifty- 
thought is not a judicious proof of its 
naturalness, its opposite would be 
true and we would recognize nature 
in the light of a material law. 

Specific In addition to a vision of universal 

treatment 

economics we are forced to learn a 

specific treatment in which we study 
our dominion, a unity in a dominion 
that proclaims whosoever will may 
be endowed with the right of using 
endless opportunity — power — talent. 
These specific considerations may be 
phases of essential articles, unabus- 
ive handling of things, adequate be- 
longings (not luxuries, and not limi- 
tations) and the retouching to make 
old things serve as new ones. 

[ 18 ] 



ECONOMICAL PHASES 

The two controlling principles that Two con- 

underlie the value of every object are trolling 

,.,!.,. X . principles 

its use and its durability. Its use is 

the service of its purpose; its dura- 
bility is its strength to perform its 
purpose. If an object is a conducive 
convenience to rapid labor and sub- 
stantial returns; if it is a time and 
labor saver; if it is serviceable in 
time of need, it fulfills its first prin- 
ciple and becomes an investment in- 
stead of an outgo. The more fre- 
quently it consummates its aim the 
greater is its durability, and the repe- 
tition of its service is the economy 
thereof. Therefore, in the economic 
thought, use and durability govern 
purchase and invention. 



It is not always saving to withhold Ezpendi- 

a purchase. If by the advantage of a ^"'*®® 

,,.,,, . sometimes 

merchandise the laborer can increase 



his earnings above the value of other 

[ 19 1 



saving 



THOUGHTS ON TRAINING 

methods, its buying is a gain, sind is 
reasonable. Amount of labor, amount 
of time, and amount of goods must be 
taken into the calculation. The 
needful, useful, beneficial things are 
always economical. Then it is a 
waste, or an extravagance to do 
without the aid of wares if they are 
obtainable. 



Expendi- One can quickly see, from the f ore- 

^**^®®^. going facts, what the wasteful ex- 
soxnetimes ^ *=* 

a waste penditures are. Articles that can 
not increase the earnings, those for 
mere pleasure, those for mere luxury, 
and those purchased solely to excel 
the appearance of some one else. 
These unprofitable expenses are not 
always counted by the summing up 
of large outputs of money. Often 
they arise from the repetition of small 
and distributively priced articles, 
especially with the individual and in 

I 20 ] 



ECONOMICAL PHASES 

the sphere of his home. The masses 
of people are not, and can not be in 
touch with products in the bulk, but 
each one is constantly in touch with 
the uncompacted retail form with 
which people seem to busy them- 
selves; the strife should not be with 
goods, it should be with the eternal 
justice of things. 

The philosophy of Benjamin The width 

Franklin was sound when he said: ^^^ 
^^_ - ,. 1 ,1 breadth of 

Beware of little expenses, a small economy 

leak will sink a great ship." Eco- 
nomical phases may relate to the 
management of any, or of all house- 
holds, of all emoluments usable for 
man's comfort, whether it be in one 
or more than one of the four necessi- 
ties of maintenance — food, clothing, 
shelter, or employment. 

The spendthrift may ask: "Why be Pointed 
saving?" The frugal manager may ^"®s*^*^"* 

I 21 ] 



THOUGHTS ON TRAINING 

ask: "Why be wasteful?'' There is 
no logic in the enlightened ages that 
teaches the destruction of a useful 
thing. Sometimes the owner is un- 
able to utilize it — even incapable of 
putting it where it can be utilized. 
In that case it is termed refuse and is 
destroyed, but that does not subvert 
the fact that if the rubbish could 
have been gotten to its relative mass 
it would have been good for some- 
thing. It is needed somewhere in 
the universe, or it has been pur- 
chased at the sacrifice of something 
else, or caused excessive labor in 
some industrial line. 

Peasantry Moreover, it may have taxed the 
*^^®** peasantry of the race in order that 

the well-to-do may possess, and 
waste if they like, what they do not 
own. The latter may argue that he 
spends his own money for his own 

[ 22 ] 



ECONOMICAL PHASES 

pleasure, and that his expenses do 
not in any way cost his fellowman, or 
the peasantry of the race a penny for 
him to live as he likes. The former 
knows that necessary products may 
advance in price simply because they 
are used in overabundance by those 
who can unhesitatingly afford them. 
For instance, pastries, candy, and 
other table luxuries in the home of 
the rich, the modem liver, or the 
prodigal, makes a demand on the 
production of sugar which keeps the 
price of sugar beyond a reasonable 
price to the less moneyed consumer. 
The present consumption of gasoline, 
in the United States, for joy-riding 
among people, who have time and 
money for pleasure seeking, has in- 
creased the demand until the poor 
person pays ten cents more on the 
gallon to cook a scant meal on a two- 
burner gasoline stove. Thus we see 

123 1 



THOUGHTS ON TRAINING 

that for every gallon the poor person 
uses he pays ten cents for the cause 
that increased the price. Of course, a 
few dimes would not be objectionable 
but this habit seems to be indulged in 
day in and day out. Necessitarian- 
ism to the extent of correcting evils 
is justness. 

Costly Many similar examples might be 

apparel numerated, but suffice it to say that 
another line of illustrations may now 
be mentioned. There has been so 
much said, written, and experi- 
enced on the subject of dress that it 
seems almost a desperation to try to 
reason with the commonality. Par- 
ents, preachers, authors, and lec- 
tures have, to some extent denounced 
the undue lavishness in wearing 
apparel. It seems unequivocal use 
to continue in the same orthodox 
manner of rectifying these faults. 

[ 24 ] 



ECONOMICAL PHASES 

The thought of draping the body- 
more elaborately than usual, or of 
excelling some one else in dress ap- 
pearance seems to have come upon its 
adherents as a manifestation of false 
pride — perhaps from envy, perhaps 
from some other mortal thought. 
The scriptures teach us that evil is 
the cause of disease. "For he that 
eateth and drinketh unworthily, eat- 
eth and drinketh damnation to him- 
self, not discerning the Lord's body. 
For this cause many are weak and 
sickly among you, and many sleep." 
(I Cor. 11:30, 29). Inasmuch as evil 
produces disease, this excessive dress- 
thought has come to be a disease 
upon its worshipers. It requires the 
same method to heal, or to overcome 
exorbitance here as elsewhere; the 
mind must be renewed. 



[ 25 1 



A better 
apprecia- 
tion 



THOUGHTS ON TRAINING 

The author is often reminded very 
forcibly and pleasantly of a better 
thought a certain influential business 
man expressed a few years ago. He 
sold a small cottage and built a more 
handsome and modern residence. A 
friend congratulated the man for 
his new home, but the man said: 
"Congratulate my wife, I owe it to 
her. During all these years she has 
economized and no doubt has saved 
me the price of the home while many 
other women would have spent it in 
fine dress. My wife looks as good 
to me in her calico housedress as she 
does in her silks." When men in 
general are of this opinion they will 
find it much easier to keep out of 
debt. 



It is a common occurrence to hear 
human beings, who own at least a 



Lack of 

clothes is 

not the 

problem dozen suits, say: "I have nothing to 

wear." This is having other gods 



[26 ] 



ECONOMICAL PHASES 

before us. First, a god of money that 
we may surpass in prices; second, a 
god of dress that we may excel in 
appearance; and then a god of social 
position that we may experience the 
so-called joy of a higher seat — a finer 
pew, or a more expensive entertain- 
ment. Mortal mind grows tired of 
something and thinks that what it 
sees has changed when in reality 
there is no change in its form or the 
purpose for which it was bought. 
The state of mind is undergoing ma- 
terial senses. The day will come 
when these false prides will not guide 
our actions. 

As the economic thought is espe- Mathe- 
cially based upon quantities it brings "^atics in 
us directly into a practical mathe- 
matical world. Mathematics is 
based upon two principles, namely: 
addition and subtraction (meta- 
physically speaking it is based on 

[ 27 ] 



THOUGHTS ON TRAINING 

addition) plus and minus, the col- 
lecting of quantities, and the dis- 
tributing of them, be it goods, gro- 
ceries, or garments whether real es- 
tate, personal property or cash. 
The distribution of wealth, posses- 
sions, or income — whether great or 
small — is comparatively easy and 
can not to mortal sense be done 
without mental or physical labor. 
Goods may be abused or destroyed; 
groceries may be wasted in many 
ways. Unprepared for the table 
they may be allowed to decay, or 
fresh from the table they may fill 
slop buckets and garbage cans. 
Spoonfuls of ingredients amount to 
much in the culinary arts. Gar- 
ments may be half -made, torn out, 
washed out, or discarded as out of 
date, prematurely, but the task of 
addition, earning new to take the 
place of the subtracted old, is a 

[ 28 ] 



ECONOMICAL PHASES 

much more difficult task than the 
minus process. Convenient accom- 
modations cost money, and money- 
costs labor, but human beings, under 
the wrong system of teaching, readily 
become dissatisfied with products and 
cast them aside to purchase new ones, 
oftentimes getting a weaker article 
instead of a stronger one — probably 
at a greater cost. The casting aside 
is easy enough within itself, but the 
wasted provision, whether it be a 
garment, piece of furniture, tool or 
utensil, carries with it the worth of 
another to fill its place, and these 
costs require, as they should, the so- 
called hardships of life. 

Generally speaking, skilfulness in The plus 

sustentation is recorded from the ^^. 

minus 

maintenance of humanity; thus, it 
deals with the demonstrations of 
thrift and the industry of people both 
collectively and individually. In 

I 29 ] 



THOUGHTS ON TRAINING 

economy the difference between plus 
and minus is typical of the difference 
between work and play. Both work 
and play require time, power and 
intelligence. When these elements 
are used in play their values are sub- 
tracted from the values of work, and 
when they are performed in work 
their values are subtracted from the 
values of play. Again, the plus-and- 
minus profit is promptly seen in the 
resulting difference of industry and 
indolence. Economy must be com- 
puted upon the monetary estimation 
of supplies worth from a penny to a 
million dollars, and not merely upon 
money itself. To discard an object 
because it is old requires the price of 
the new one to replace it; perhaps, a 
dearer price for a substitution. 

Concrete The identity of the foregoing rules 

examples must be observed in various classes of 

conveniences. A certain farmer used 



[ 30 ] 



ECONOMICAL PHASES 

wheat sacks which had been in his 
possession forty-two years. His 
neighbors, from the effect of a differ- 
ent way of thinking (and not from 
the wheat or the sacks) were forced 
to buy from ten to twenty sacks 
while the economist bought one. 
You may say what does that have to 
do with your case? In summing up 
and balancing your commerce, from 
its cotyledon state to its maturity, 
there may be myriads of parallels. 
The populace must learn that per 
cent and percentage are involved in 
everything that is calculable. Now, 
to the man who bought one sack 
while another bought ten there was 
an economy of ninety per cent; to 
the man who bought ten sacks while 
his neighbor bought one, there was a 
waste of ninety per cent. Again, 
the man who saved his ninety per 
cent might invest his money in a line 

I 31 1 



THOUGHTS ON TRAINING 

of commerce which would return him 
dollars, and investing these dollars 
might return him manifold sums, 
during which time the slothful man- 
ager would be wasting and buying, 
creating an unnecessary demand on 
materials, and depriving some locali- 
ties of their befitting amount at 
proper prices. 

Thinking An alert farmer used a plow ten 
in saving yg^j,g ^hiJe one not so vigilant was 
forced to purchase a plow every two 
years. The per cent is great and 
these ratios of per cent exist in 
general and specific utilities of raw 
and finished products. Per cent in 
vegetables, per cent in crops, in fuel, 
in apparel, in groceries, in grain, in 
tools, in furniture, and in labor, 
etc., must be vindicated in order that 
the needful conveniences may be 
owned. The number of narratives 
proving this theory is endless. If 

[ 32 ] 



ECONOMICAL PHASES 

we look farther and deeper into 
economical phases concerning man- 
kind we see infinite manifestations 
abounding from infinite supply. We 
see characteristics of human beings 
which to mortal eye seems to govern 
the affairs of men, but not so in the 
sense of immortality. 



A housekeeper, being in need of an Saving in 
absorbent duster, used the thin soft 



science 



part of discarded garments. Another 
housekeeper, needing the same com- 
modity, and not forced to count the 
cost, put her impaired garments in 
the bonfire and bought new cheese- 
cloth for her dusters. It was observed 
that the household of the latter was 
in need of several small items, any 
one of which could have been bought 
for the cost of the cheesecloth and 
none of them could have been sup- 
plied by the impaired garments. 

[ 33 ] 



THOUGHTS ON TRAINING 



In the 
light of 
sowing 
and 
reaping 



The plus-and-minus idea is identi- 
cal with the sowing-and-reaping idea. 
Sowing to crops we reap crops; sow- 
ing to gardens we reap gardens; 
sowing to dress we reap a false love 
for dress; sowing to appetite we reap 
a harmful appetite; sowing to kind- 
ness we reap kindness; sowing to 
good deeds we reap good deeds; and 
sowing to a knowledge of eternal life 
we reap eternal life. The sowing and 
reaping, regardless of what phase it 
enters, is the plus part of this 
thought. The failure to sow is the 
minus part. Everything, it matters 
not how significant, in some purpose 
has a value for good. The wisdom 
of right expediencies of what: 'Thou 
hast in the house," is mentioned only 
in proportion to our right mentality 
that constitutes our right conscious- 
ness. A certain spiritual author 
voiced all economical phases in gen- 
eral in the following statement: 



[ 34 1 



ECONOMICAL PHASES 

"Whatever influence you cast on the 
side of matter, you take away from 
mind." 

Early one morning two lads were Theory 
given a dollar each. One hurried off practised 
to a place of amusement and soon 
spent his money for things that were 
unable to satisfy his longing for 
pleasure. The other lad, keeping his 
dollar, hastened to where some work 
was going on, and during the day 
earned another dollar. At the close 
of day, to those boys, the plus-and- 
minus was equal to the difference 
between the boys' money at evening. 
One boy foimd play and pleasure in 
his work, while the other, not seeking 
the work, found no lasting happiness 
in either. People rightly thinking 
will always find pleasure in work. 
The indication of the invisible some- 
thing that stimulates the player on 

I 35 1 



THOUGHTS ON TRAINING 

to the continuity of finishing, or 
winning the game is the seeming 
work-element in play. In like man- 
ner the indication of the invisible 
something in work that renders work 
a play-state is the play-element in 
work. The satisfaction in the play- 
trial is the reward in play. The satis- 
faction in the work-trial is the re- 
ward thereof. Solving the problem to 
the gaining of this reward is the 
demonstration of supreme wisdom. 

Assets to Some day mankind will be taught 

economy that work is a pleasure and this 
teaching will be one of the greatest 
assets to economy, and that asset, 
like the old sacks, plows, and gar- 
ments will be in the house ready for 
service and from a gratitude of what 
thou hast in the house comes a gra- 
cious copiousness. Gratefulness for 
what we have qualifies us to be "con- 
tent to bloom in native bower'' — to 
spend hours in management in place 
of mismanagement, and prepares us 
to receive greater blessings. Comforts 
of life are blessings. 

I 36 ] 



THE HOLLY AND 
THE OAK 

"The Lord cometh to judge the 
earth: with righteousness shall he 
judge the world, and the people with 
equity." —Psalms 98:9 

A hunter had strayed several miles Allegorical 
from home, and had become lost, teaching 
While stopping to rest in a lovely 
forest, he heard the following con- 
versation between a huge oak and a 
beautiful holly: 

"Miss Holly, what do you think of 
the world?" 

In trying to avoid committing her 
real opinion, lest it should be an in- 
opportune time, rather than for the 

[ 37 ] 



THOUGHTS ON TRAINING 

sake of a mere joke, she unhesitat- 
ingly answered: "I think the world is 
round." 

"I had reference to the inimical 
world instead of the geographical, 
'man's inhumanity to man,' " said 
Mr. Oak, who now seemed pleased at 
the chance of displaying his lexico- 
graphical lore. 



Frank Having a few leisure moments, and 

in*fi ^a*^step ^^siring to pay reverence to Miss 
toward Holly's seeming ignorance, he con- 
learning tinued: "Apparently, you share 
your pretty branches so willingly. 
Then others grow in place of the old 
ones, and your beauty is not marred. 
Neighbors pass the shade of my 
downy leaves in summer to admire 
you. Lovers love to wear your twigs. 
Little children search for your berries, 
draw your barbed leaves, and often 



[ 38 ] 



THE HOLLY AND THE OAK 

paint them in preference to gather- 
ing my acorns. You seem to under- 
stand everybody, retain your cheer- 
fulness, and are happy to meet them 
all. Do you think people receive 
due justice in this world? Or, are 
you indifferent as to what folk re- 
ceive?" 

Miss Holly, becoming very inter- Gentle 
ested, resumed a mild, yet persuasive corrections 
voice, and proceeded to explain: 
"Well, if you are perceiving my bene- 
fits, and not knowing your own, your 
humility and fruition are not meas- 
uring up to your inert propensities. 
Your strength is said to be 'king of 
the forest.' The mills and manu- 
facturers bid high for your wood fiber. 
You are somewhat self-sustaining 
because your leaves go back to the 
ground to enrich the soil for your 
own growth. I may maintain an 
ornamental worth, though senti- 

( 39 ] 



goal 



THOUGHTS ON TRAINING 

mental as it may be I accept it. It 
belongs to me. It is my part of the 
imiversal good. This makes me grate- 
ful and happy, longing to help raise 
mortal thought to the thought that 
surpasseth human wisdom." 

The "You know, one of the world's best 

higher authors says: *It is as impossible for 

sinners to receive their full punish- 
ment this side of the grave as for this 
world to bestow on the righteous their 
full reward.' This quotation ought 
to give thinkers food for thought 
during many hours of meditation. 
It is an immortal law that the inno- 
cent must sometimes strive compas- 
sionately with the guilty in order to 
lead them into the right. According 
to divine prophecy the millenium will 
some day appear in its glory. To be 
ready and to receive its appearing is 
our only real goal. Neither am I in- 
different as to the rectitude of the 



[ 40 1 



THE HOLLY AND THE OAK 

race. I admire the court of equity, 
and am deeply in sympathy with 
humanity," said Miss Holly to her 
listener. 

"In your opinion what is the cause 
of this injustice? What remedy, if 
put into practice would remove the 
cause?" inquired the profound Mr. 
Oak, who was a little amazed at 
meeting more than baby ideas so im- 
prejudicely expressed. 



The other replied: ''Malicious con- Sin the 
sciences and false analogies which are ^^"'"*^® ^ 
the outcome of a false system of 
teaching, are the cause. The former 
is probably due to the wickedness of 
the world, the latter is doubtless due 
to its ignorance, which in its effect is 
no more redemptive. To mortals 
malice and ignorance are personified, 
are given real life by hum_an beings, 

[ 41 ] 



THOUGHTS ON TRAINING 

and constitute the large docket of 
troubles we meet in this world. These 
predicaments are not to be mourned 
over, but we are to rejoice that they 
can and will be destroyed. The more 
the metaphysical panacea is placed 
over evil consciences to renew them 
and the more ignorance is eradicated 
by the same good law, the less will be 
this injustice malpractice. Therefore, 
the first and perhaps the best theory^ 
is to enlighten the age." 

"The men are doing as much as 
they can to enlighten the age; but the 
women haven't any judgment. They 
occupy their time in the planning of 
luxurious extravagances instead of 
doing their part," remarked Mr. Oak. 

Higher ^^^ ^i^^ Holly to have returned 

attitude an acrimonious retort would have 

been as incorrect as her companion's 

assertion. Resentment would have 

I 42 ] 



THE HOLLY AND THE OAK 

placed her on the same erroneous 
level; but his conjecture of her seem- 
ing to know everybody, that he made 
at the first of the conversation was 
true, and she understood people well 
enough to expect and receive accusa- 
tion without the ruffle of her calm, 
unchangeable temperament. 

Then in her usual tone, with in- No sex in 
creasing patience to instruct a re- J'^^ponsi- 
ceptive being, she made the following 
explanation: "You are partially cor- 
rect. Some men do their part and 
some do not. Some women do their 
part and some do not. Neither men 
nor women are doing as much as they 
should do. The women who spend 
their time in the maintenance of 
magnificent adornment are not only 
encouraged, but are supported by the 
so-called masculine element, or ele- 
ments to pursue her course. In the 
realm of reality one sex is no more 

[ 43 ] 



THOUGHTS ON TRAINING 

responsible for evil than the other. 
In the scripture teaching from the 
one perfect teacher we can not gather 
information of His separate calling 
for good, His separate condemnation 
for evil. His commands were such as 
*Come unto me/ 'Go and preach/ 
'Believe and thou shall be saved/ 
'Have no other gods before you/ 
'Whosoever will/ etc. He did not 
say Ye women, or Ye men, but ye. 
Then He said: 'Blessed are the pure 
in heart,' not men or women, but the 
pure in heart. 



Inconsist- 
ent en- 
courage- 
ment 



''Sometimes the man is not con- 
scious of his encouragement of gor- 
geous apparel; but every time a man 
openly admires the beautiful appear- 
ance of unrelated women, compli- 
ments them without regard to cause 
and effect, in the presence of his 
family, or lady friends, he encourages 



[ 44 ] 



THE HOLLY AND THE OAK 

the women within the sound of his 
voice, in their prodigality, by arous- 
ing a human ambition to meet the 
demands of her friends and compan- 
ions. In further support of this 
belief, you must listen to another ex- 
ample seemingly conducive to the 
mortal discord. A professional (in- 
fluential in some business respects) 
man, of a certain city, wanted an 
office girl. In his advertisement he 
made public his requirements, which 
were these: 'She must be beautiful 
both in features and in form. She 
must be pretty in appearance and 
very stylish.' 

"These personalities are entirely Principle 
aside from ability to do the work. 
That was an encouragement, either 
way it may be construed, that is, to 
the people who have no thought for 
higher good. The most prominent 
fact about such as the above men- 



I 45 ] 



THOUGHTS ON TRAINING 

tioned character is, that he, because 
of the likeness to the poet in The 
Great Stone Face,' (his life was not 
being in accord with his utterance), 
is perfectly powerless in whatever he 
may exhort in overcoming the evils of 
the age. Don't you see, Mr. Oak, you 
can not say men do that, or women 
do this? Sometimes one accomplishes 
good, and sometimes the other, but 
not the sex. 



Inconsist- 
ent accu- 
sation 



"In the question of excesses, wo- 
men compare very favorably with 
men. Many men spend their money 
for tobacco, liquor, and other vices. 
Many are free with their money out- 
side of their family circle, but at 
home they never see the kindness of 
gratifying the wishes of those who 
live the closest to them, and con- 
stantly serve in the small capacities 
of life. 



[ 46 1 



THE HOLLY AND THE OAK 

**But comparison is not the ques- Work vs. 
tion. One trouble with mankind is ^^^^^ 
that we talk too much. We argue too 
much on the wrong side of the very- 
features we wish to make correct. 
Jesus' arguments were short and 
always on the right side. The only 
argument he gave was such as the 
message he sent John, in prison. 
They were not arguments, they were 
just proofs — The blind see, the lame 
walk, the lepers are cleansed, the 
deaf hear, the dead are raised.' 
In regard to the pros and cons our 
saying it is the man or the woman will 
never place us on a higher plane of 
thought or action. Of course, if men 
were all spiritual, women would be 
saved; if women were all spiritual 
men would be saved. On one occa- 
sion the disciples asked Jesus: 'Who 
did sin, this man or his parents?' 
But Jesus realizing that sin is the 

[ 47 ] 



THOUGHTS ON TRAINING 



Process 
slow 



devil and the spiritual man having 
dominion over evil, answered : 'Nei- 
ther hath this man sinned nor his 
parents/ Likewise we can separate 
this evil and free both men and 
women in divine efforts toward 
equity," were the words that met the 
hearing of Mr, Oak. 

"Miss Holly, your statements are 
undeniable," resumed Mr. Oak, who 
was generally open to conviction on 
questions of popular interest; "but 
the process of advancement is slow. 
What is your idea of accelerating the 
movement?" 



Women 

should 

know 

broader 

subjects 



"From the standpoint of the prac- 
ticality of men and women, emanci- 
pate the women, give them statutory 
citizenship, and make them voters; 
in other words, apply the Thirteenth, 
Fourteenth, and Fifteenth Amend- 
ments of our National Constitution 



I 48 ] 



THE HOLLY AND THE OAK 

to the women, is one effective phase," 
returned the other, ''give all the 
people higher, broader and adequate 
things of which to think. Under all 
circumstances overcome evil with 
good and some day right will win the 
day." 

"I do not think that would do. No sex in 
Women have certain feminine func- ^^^^^^P^^ 
tions to perform and they are needed 
in their sphere," mumbled the first 
conversationist. To which the second 
rejoined: "It is quite true that each 
one is needed in his place. Those 
rights do not take men from the field, 
or any other occupation. The time 
is coming when work will not admit 
of gender. This truth is known now 
by many, but it will be the prevail- 
ing thought of the world. It will nei- 
ther be man's work, nor women's, 
masculine nor feminine — it will sim- 
ply be work." 

[ 49 ] 



THOUGHTS ON TRAINING 



All will not 

enter 

politics 



"Governmental questions justly 
concern all classes but the only class 
whose time is absorbed is the political 
and all women are not going to enter 
politics any more than all men will 
enter politics — that is, the popular 
habits of politics. Equal rights would 
make them more proficient in their 
life-circle. It would tend to equalize 
their judgment — if there is any 
unequalness. Their responsibilities 
would be different. They would lay 
aside frivolity to prove more appro- 
priate business ability, and thus be- 
come congenial and broader-minded; 
if governmental affairs are good they 
are good for all who are governed to 
know," reasoned the second. 



Unparallel 
thoughts 



"Suffrage would not be expedient. 
Women are not needed in the busi- 
ness world. Their relation in life is 
to keep the home fresh and verdant, 



[ 50 1 



THE HOLLY AND THE OAK 

similar to the relation of the holly to 
the forest," ejaculated the gentleman. 

Whereupon his friend continued, Traffic 
"What has more business, has more ^ome'* 
to do with the commercial world than 
a home, regardless of whether it is 
kept is a business-like manner or un- 
business-like manner. Equal rights 
have not been practised long enough 
to determine their practicality. A 
short period of experience is not a 
sufficient underlying principle of jus- 
tice and will not in this question pro- 
duce satisfactory proofs. We never 
see just causes fail. Beginners are 
not expected to wield their tools suc- 
cessfully at first. As a rule, great 
revolutions are closely followed by 
decidedly deplorable concomitants, 
but these disorders can be elimi- 
nated. 



[ 51 ] 



THOUGHTS ON TRAINING 

"Equal rights are objectionable 
because women learn professions at 
the expense of their womanly at- 
tributes," was the quick response. 



Men can be 
equally as 
virtuous 



"I beg your pardon, Mr. Oak, and 
after a few illustrations I shall cease 
to explain your questions, or to 
ameliorate your views. There are no 
WOMANLY attributes — the excellence 
a woman may possess may be pos- 
sessed by men, too. Men have not 
studied both sides of the question, 
unselfishly. 



True 
analogies 



"If she is not fitted for professions, 
competition will soon displace her. 
Nature is strong enough to attend to 
its natural inclinations without arti- 
ficial obstacles. My dear Sir, let me 
quote to you two illustrations show- 
ing you that you have never seen the 
true analogies. In the eastern litera- 

[ 52 ] 



THE HOLLY AND THE OAK 

ture is a fable of a frog which lived in 
a well, and he had never been out of 
his little well. One day a frog whose 
home was in the sea came to the well, 
and as the latter seemed to be inter- 
ested in whatever he encountered, he 
went in. 'Who are you? Where do you 
live?' asked the frog in the well. 'I 
am so-and-so and my home is in the 
sea?' The sea? What is that?' Vhere 
is it?' 'It is a very large body of 
water, and not far away.' 'How big 
is your sea?' 'Oh, very big.' 'As big 
as this?' pointing to a little stone 
lying near. 'Oh, much bigger.' 'As 
big as this?' pointing to the board 
upon which they were sitting. 'Oh, 
much bigger.' 'How much bigger, 
then?' 'Why, the sea in which I live is 
bigger than your entire well; it would 
make millions of wells such as yours.' 
'Nonsense, nonsense; you are a de- 
ceiver, and a falsifier. Get out of my 

I 53 1 



THOUGHTS ON TRAINING 

well. Get out of my well. I want 
nothing to do with any such frogs as 
you/ cried the frog in the well-home. 
In this marvelous age of advance- 
ment there is no excuse for such 
limited views. A cat may be fond of 
fish, but it is not necessary to fence 
the pond for fear the cats will jump 
into it and either drown themselves 
or usurp the sphere of ducks." 

Moral Not being prepared, and seemingly 

reluctant to meet these facts, Mr. 
Oak only replied: "I believe I see 
the light." 

Give creditable compensation 
where it is due. Walk in the spirit of 
righteousness, patience, and meek- 
ness being as good as you want others 
to be. Equalize privileges of your 
closest allies and companions, and 
you will have won an eternal victory 
in the further Christianization of the 
work. 

[ 54 ] 



VALUES 

''But where shall wisdom be found? 
And where is the place of understand- 
ing? It can not be gotten for 

gold, neither shall silver be weighed 
for the price thereof. It can not be 
valued with the gold of Ophir, with 
the precious onyx or the sapphire. 
The gold and the crystal can not 
equal it; and the exchange of it shall 
not be for jewels of fine gold. No 
mention shall be made of coral, or of 
pearls; for the price of wisdom is 
above rubies. The topaz of Ethiopia 
shall not equal it, neither shall it be 
valued with pure gold. Whence then 
cometh wisdom, and where is the 
place of understanding? .... And 
unto man he said, behold, the fear of 
the Lord, that is wisdom and to de- 
part from evil is understanding." 
—Job 28: 12, 15-20, 28. 



I 55 1 



THOUGHTS ON TRAINING 



Cardinal 
values 



Seemingly to human life there are 
many different kinds of values, 
and these prices do not always mean 
money. The three cardinal ones may 
be expressed as follows: The value of 
time, toil, and the value of what- 
ever a person may or may not store 
up in his own consciousness. 



Personal These values depend upon the 

viewpoint earnest, energetic ambition mani- 
fested in each particular person, and 
from what viewpoint he is willing to 
ponder them. The worth of some 
possessions can not be estimated. 
The only way in which we can obtain 
a limited idea of their good is by an 
object lesson, and we understand the 
object lesson more readily when it is 
made in instantaneously recognized 
appraisement. 



Goods— Suppose two boys, John and Jim, 

worldly are each given five dollars. At the 
possessions ^^^ ^^ ^^^ ^^^ j^^^ ^^^ ^^^^^^ ^^^ 



[ 56 ] 



( 



VALUES 



added five more dollars to his purse 
and during the day Jim spends his 
five unnecessarily, earning no more 
additional five. The difference in 
plus five to John's money, and minus 
five to Jim's money is ten dollars. 
However, so-called property values 
do not always depend on the amount 
of income — meager, or bountiful, but 
on how that income is managed. 

Again, suppose that two men are in 
want of employment, but have sub- Compen- 
stance for a day. One man works a effort 
day at nominal wages. The other 
man finds fault with conditions and 
refuses to work at all. Besides life 
necessities, the man who did the best 
that the law of demand and supply 
directed him to do, not only mani- 
fested dominion over want, but he 
also manifested universal intelligence, 
true humility of not depending alto- 

[ 57 J 



THOUGHTS ON TRAINING 

gether on other people's labor, and 
many similar attributes all inclusive 
in the execution of divine justice. 

Conscious In the deliberation of whatever 
stored pos- ^ person may, or may not, store up in 
sessions . ^t_ i r 

his own consciousness — the value of 
faith is inestimable. A person must 
believe in the power of positive quali- 
ties to overcome negative qualities, 
and this steadfast believing incites 
positive purpose — a good purpose — 
without which there is no greatness, 
or real worth of any attempt of any 
endeavor. 



Faith and 

purpose 

profitable 



A mentality charged with the 
proper unwavering faith and purpose 
is the only intellectuality through 
which renown is gained — and the 
only state of mind by which it is 
acknowledged; other utilities are in- 
cluded herein; there is nothing sepa- 

l 58 1 



VALUES 



rate and apart; it is just one universe. 
What the world calls greatness is 
often attained from the aid of favor- 
able environment, conducive condi- 
tions, and these surroundings in the 
course of right thinking, are only- 
various demands on different people. 
The writer would not have the audi- 
ence think that everybody could, if 
he would, be a Washington, a Shake- 
speare, a Williard, or a Joan of Arc. 
These characters had their places to 
fill and should not have others strive 
to reach their footsteps, except in 
the sense that each is doing good, 
regardless of where or how his work 
may be. 

Heroic management may be ac- Deeds 

complished in the humblest station of valuable 

, . 1 o ' ' regardless 

life; the only bemg worthy of imita- ^f socie- 

tion is the Supreme Being. In this tary posi- 
sense these appreciations are so 

[ 59 ] 



THOUGHTS ON TRAINING 

valuable that one writer has said and 
demonstrated the fact: "Devotion of 
thought to an honest achievement 
makes the achievement possible." 

Neither The value of time, labor and right- 

^!a\ J^Z^ eousness is described further by a 
sold but re- "^ 

fleeted study of the scripture quoted at the 

beginning of this discussion. In 
many respects their value can not 
either be reckoned on a purchasable 
or a salable basis, but the value of 
fellowship may be felt from a study 
of the following story known as "A 
Danish Myth:" 

Boastful- "Once upon a time a little plant 

ness not a grew on the edge of the forest. The 

^^P ground around it was poor and hard, 

the weather was cold; so the little 

plant grew slowly. 

"Why don't you hurry and grow?" 
cried a tall, strong oak tree that grew 

[ 60 1 



VALUES 



near. "Look at us! Come, try to 
grow straight and beautiful like me 
and the other trees. Then you will be 
our sister." 

"I am trying," said the plant. 
But she couldn't grow fast, so the oak 
tree tossed his branches and said: 
"You are so slow, we will have noth- 
ing more to do with you." 



One day an old crow hopped down Mockery 
jside the little plant. "Why d( 
you grow, little plant?" he asked. 



beside the little plant. "Why don't "^""^ ^ ^^^^ 



"I can't," sighed the little plant. 
"Can't! Can't!" cawed the old crow. 

"Don't talk to me! I'll tell you 
what is the matter with you — you ara 
lazy, that's all! Can't grow, indeed! 
Can't! Can't! Can't!" he mocked as 
he flew away. 

[ 61 ] 



THOUGHTS ON TRAINING 

Will power 'The crow is just right," said the 
a hin- wind. "You must grow! Til make 

you! Oo-oo-ooo!" he blew, and blew 
and blew with all his might. The 
poor little plant was almost torn from 
the ground. But she grew no faster. 
Indeed, for many days she seemed 
hardly to grow at all. 

Real help One day the sun, peeping through 
the branches of the tall trees, saw the 
little plant. 

"Why don't you grow, little one?" 
he asked. 

"She is too slow," said the old oak. 

"She is too lazy," cawed the old 
crow. 

"She won't try," said the wind. 

The little plant looked up into the 
sun's kind face. "Indeed, I do try," 



I 62 1 



VALUES 



she said. "I try, and try, and try! 
But the ground is so hard and cold 
that I just can't grow any faster." 

"You poor little plant!" said the 
sun. '1 am so sorry for you, for I 
know that you have tried. Now I will 
help you, and my brother, the rain, 
will help, too. Won't you, brother 
rain?" 

"To be sure I will," answered the 
rain. "All you need, little plant, is a 
friendly hand to help you. Look up, 
little one, and be glad." 

So the sun shone on the little plant Happiness 
and warmed her; the rain softened ^ ^^^^f ^^ 

growth 

the ground, and the little plant lifted 
up her face and was glad. She was so 
happy that she just laughed in the 
sunshine and the rain, and grew and 
grew until she became the loveliest 
tree in the forest — the graceful linden 
tree. 

[ 63 ] 



PART TWO 

"The time for thinkers has come. 
Truth, independent of doctrines and 
time-honored systems, knocks at the 
portals of humanity. Contentment 
with the past and the cold conven- 
tionality of materialism are crumb- 
ling away. Ignorance of God is no 
longer the stepping-stone to faith. 
The only guarantee of obedience is a 
right apprehension of Him whom to 
know aright is Life eternal." 

—Mary Baker Eddy. 



PREFACE TO PART TWO 

The themes constituting Part Two 
were read in public assemblages 
before the writer planned a publica- 
tion. 



Careless 
reading 
unadvised 



The best results from reading this 
volume is experienced by a careful, 
complete reading. A few pages read 
here and there will not give the 
reader a substantiating idea of what 
the author invariably seeks to pro- 
mulgate. The more thorough the 
study the higher will be the apprecia- 
tion.— H. B. 



SOME RESULTS 

OF A VITALIZED SCHOOL 

SYSTEM 

"And this is life eternal, that they 
might know thee the only true God, 
and Jesus Christ, whom thou hast 
sent." — St. John 17:3 

We learn in St. John that to know, More good 
and to do, the right is life. Then, ^^^'^ ^^^ 
every organization that knows, and 
does the right is said to be vitalized. 
Each system, whether organized, or 
unorganized, exercises more energy 
for good than it does for evil. More 
times during the day something is 
being taught than there are times 
that nothing is being taught. At 
any rate sanity is the continuous, un- 
changing, forceful power over insan- 
ity. 

[67 ] 



THOUGHTS ON TRAINING 



One 

inclusive 

system 



A school sj^stem can have but one 
consequence, and that consequence is 
toward a loftier consciousness of 
citizenship, a greater inclination for 
learning than for unlearning. The 
development may have many differ- 
ent phases and evidences, but they 
are only effects of a cause. A school 
system includes primary, secondary, 
and advanced learning. It includes 
the round of primary, intermediate, 
grammar, high school, college and 
university, with its concourse of 
people fitting in, in such a fashion 
that the system really has no begin- 
ning, and no end. Each generation 
pursues it over again; each graduated 
participant adds to his store of 
knowledge the teachings of life's ex- 
perience. 



Marks of This one termination of higher citi- 
vitaliza- i • • i j i i 

tion zenship is marked by cleaner prac- 

tices — by the entire population re- 



l 68 1 



VITALIZED SCHOOL SYSTEM 

quired to make up the system and 
these deeds — deeds of politeness, 
carefulness, purity, honesty, and 
courage. While they are extremely 
noticeable within the part of the 
system which we designate as the 
schoolroom, they are not confined to 
that particular situation. 

Taking for granted the schoolroom Deeds that 
is a convenient field in which im- ., ^ . 

provement first germinates, pupils 
grow less inclined to back-biting, 
also faultfinding. They do less cheat- 
copying and quarreling. These steps 
prepare them for perfect purpose and 
more genuine industry. As they be- 
come less rebellious to law they begin 
to respect the rights of others, and 
respecting the rights of others is one 
way in which we do unto others as 
we wish others to do unto us. Stu- 
dents of the higher schools manifest 

[ 69 ] 



THOUGHTS ON TRAINING 

this vitality when they act less 
frivolous, and somewhat assiduously 
to privilege, occupying their minds 
with meritable work, safeguarding 
the reputation of the school, main- 
taining dependable classes, and es- 
teem the instructive interests of the 
district. 

Prudent These are the girls and boys who 

training ^^^ under the guidance of schoolroom 
philosophy — not those of the street, 
poolroom, or where the school and 
the statute have, so far, failed to 
reach. The best tokens which have 
come under my observation is where 
students forsook undesirable haunts 
and societies, and find permissible 
associations. Socially, these boys 
deemed the principals as chums, but 
in school they were compelled to 
regard — at least to obey them — as 
teachers and law-interpreters, that is, 

[ 70 ] 



VITALIZED SCHOOL SYSTEM 

the principals were supposed to set 
forth the right principle in all things. 
In return through this companion- 
ship, the principal, if necessary, 
could entertain them in sports, art, 
music, agriculture and many, many 
lines of travel, industry, and events. 



Equipment does not always stand Equipment 

for nobler attainment. A certain ^^^ ^ ^ r 

source of 

school that seemed to have every- learning 
thing it needed, manual training, do- 
mestic science, play apparatus and 
so on, seemed to show as much proof 
of rascality as the most unequipped 
school might show. Emerson says: 
"The truest test of civilization is not 
the size of cities, or crops, but it is 
the kind of men the country turns 
out." Equipment is no evil. Often 
it is a good means but the power is in 
the cause. Solomon, in his acknowl- 
edgment of a vitalized kingdom, said 



[ 71 ] 



THOUGHTS ON TRAINING 

that he made great works — "builded 
houses, planted vineyards, made 
gardens, planted trees of all kinds of 
fruit, made pools of water to bring 
forth the trees, got servants, maidens, 
had great possessions of cattle and 
herds beyond all that were in Jerusa- 
lem before, gathered silver and gold, 
singers and instruments of all sorts, 
and whatsoever the eye desired was 
not withheld. Then he looked on 
his work, thought on his way, and 
pronounced it vanity and vexation of 
spirit, and there is no profit under the 
sun'' because a selfish motive pre- 
dominated in the accumulation of 
temporal wealth. He saw that wis- 
dom for the right excelleth folly. 



Searching 
for proof 
of the 
Spirit 



A story is told from the Chautau- 
qua platform that goes like this: A 
number of years ago the public mind 
of the Orient conceived the idea that 
it must educate. In the search of 



[ 72 1 



VITALIZED SCHOOL SYSTEM 

infallible methods it instigated an in- 
vestigating committee, one of which 
partially examined the leading schools 
in America. After the gentlemen had 
visited the universities, and had in- 
terviewed about twenty educators of 
national fame, he remarked: "Well, 
you have told me of massive build- 
ings, the grandeur of halls, gym- 
nasiums, laboratories, costly ma- 
terials, elegant furniture, and big 
salaries, comparatively, but not a 
word has been said about the charac- 
ter and its building process of the 
students." He stated that he was 
hunting a way to mitigate his people 
— "make them more courageous to 
heed the gospel of right/' continued 
the commissioner. 

As I said in the beginning that Civiliza- 

every system reveals good, thus it ^^^^' ^^^ 
, u ii ^ / • Christian- 

follows that every system is more or ij^ation 

less vitalized. Vitalized does not 



[ 73 1 



THOUGHTS ON TRAINING 

mean civilized; conveniences may 
manifest civilization, but to the im- 
mortal thought, conveniences do not 
illustrate or designate the righteous- 
ness of men. The result would be 
clearly seen and accomplished were it 
not for the varied opinions as to what 
constitutes the cause. Schools are 
vitalized with good because good is 
present. The good wrought out in 
one school becomes the inspiration of 
another school and the harvest is in 
proportion to that degree of good. 
The subject of this writing is merely 
scanned. The one result of a vital- 
ized school system could be the theme 
of volumes. It is now left that others 
may ponder its meaning. 



174 ] 



THE IMPORTANCE 
OF SANITATION 

"There is nothing from without a 
man, that entering into him can defile 
him; but the things which come out of 
him, those are they that defile the 
man." —St. Mark, 7:15. 

It is said that: "The time for Superfi- 
thinkers has come." Then if the "^^^"^^ 
thinkers have come, and their men- 
tality is fertile the production of that 
mentality is thought. Hence, the 
importance of a subject revolves it- 
self upon clear right thinking. Proper 
thinking improves the way, brings 
about importance's manifestation, 
and establishes lasting effects where 
all superficial methods should fail, for 
real success does not come from a sort 
of superficiality. 

[ 75 ] 



THOUGHTS ON TRAINING 

Sightliness Shakespeare says: "There is noth- 
ing either good or bad, but thinking 
makes it so/' To my mind the first 
premise in the consideration of "The 
Importance of Sanitation/' is drawn, 
I will say, from the standpoint of 
beauty — the inexpensive beauty 
which Nature provides when its 
objects are clean, sightly. A clean 
floor does not only appear pretty to 
the eye, but it has a tendency to 
sooth its observers. Dirt, like most 
other things, is ugliest when it is out 
of its place. For instance, it looks fine 
in the soil — not on the window panes. 
Clean walls do not only seem beauti- 
ful, but are more conducive to pleas- 
ant and profitable thinking than dirty 
walls are. 

Products of Soiled paper, soiled books, habit- 
thoughts ually soiled hands, etc., are the prod- 
ucts ot low thoughts. They do not aid 
right judgment. It is only the toler- 

[ 76 1 



IMPORTANCE OF SANITATION 

able ranks which appeal to sound 
judgment. The simple beauty that 
Nature has provided, and made 
available to entire mankind, is an 
eternal element. This thought of 
beauty is indestructible — lives on 
through the beautiful forever. Why 
should it not be cultivated? 

Throughout the realm of infinite Order the 
thought one condition of thought ®®^^*^" 
leads into another, or as we advance 
to a higher plane of thinking, the 
previous state is implied in the suc- 
ceeding one, which in this discussion 
is order. You may ask what order 
has to do with sanitation? The 
word ORDER does contain a great 
many dissimilar meanings. In this 
connection it means right manage- 
ment — a normal, correct arrange- 
ment. Property is more likely to 
be well-kept when it is kept in its 
particular place, and clean. Suppose 



I 77 ] 



THOUGHTS ON TRAINING 

a merchant were to heap his stock 
unsorted. You would find a dozen 
various classes of things on each 
shelf and counter, the useful mixed 
with useless; the straight with the 
crooked; the new with the old, and so 
on. Do you think that merchant 
would manifest enough good judg- 
ment to reason with his people, in 
case they needed reason? 



Disorder 

not 

sanitary 



Then, suppose you go to school. 
The floor and yard are strewn with 
waste paper. Here and there are 
grease signs from lunches. The walls 
are marred with common vulgarity. 
Erasers are out of place. Maps and 
desks awry. Do you think the teacher 
in charge would manifest enough judg- 
ment to require systematic, clean 
work from the pupils under his direc- 
tion? Would they gain profitable, 
practical principles from his visible 



[ 78 ] 



IMPORTANCE OF SANITATION 

surroundings? Order is an inevitable 
law which demands correctness in 
every phase, and sanitation is cor- 
rectness, in other words it is correct 
to be sanitary. If order is correct, 
disorder can be nothing but incor- 
rect, hence not sanitary. "Doth a 
fountain send forth at the same place 
sweet water and bitter?" ''Can a fig 
tree, my brethren, bear olive berries? 
either a vine figs? So can no fountain 
both yield salt water and fresh." 
(James 3:11, 12). To think of the 
subject in one way cleanliness and 
order are synonymous, because clean 
means entire — free from defects. 

The third step in the discussion Progress 
setting forth the importance of sani- 
tation is progress. From what has 
already been said, we naturally infer 
that people arrive to satisfactory 
procedure more rapidly under sani- 
tary situations. A number of years 

[ 79 ] 



THOUGHTS ON TRAINING 

ago there was a small, insignificant 
village in the far West. A progressive 
citizen of that place accepted the 
mayorship. As far as the outward 
semblance of the town was concerned 
his unimpeachable thought was, a 
clean town. He was insistent, per- 
sistent and fearless in his demands 
that all yards, alleys, and streets 
must be cleaned of their rubbish. He 
had faith in his motive because it 
was engrounded in principle. It in- 
curred no unnecessary expense, or 
burden for any inhabitant to clean 
his own possessions. In fact, a 
little more care along that line would, 
he thought, enhance the value of 
each one's property. It was a right 
motive. The story goes that as the 
people began to beautify their home 
surrounding they liked the idea and 
became ardent workers in gradually 
improving their little town. 



80 ] 



IMPORTANCE OF SANITATION 

By and by travelers began to take Exemplary 
notice. Some said: "This would be a Practice 
nice place to live." Each of a number 
said "I will bring my family here." 
Others commenced to buy -and build. 
Industries moved into their midst. 
Thus, in a few years this disorderly 
station was transformed into a mag- 
nificant city of homes and commer- 
cial enterprises. I am told that its 
people did not strive to imitate the 
artificial grandeur of imperial Rome; 
however, they boast today of its 
natural beauty not being excelled 
elsewhere. Now, every place can not 
be this particular city by appellation, 
nevertheless, every population can 
do likewise in keeping high weeds, 
scrap papers, and rusty tins from 
spoiling the home landscape. 

This thought of progress is appli- School 
cable to every school. Progress in one sanitation 
direction aids in the suggestion and 

[ 81 ] 



THOUGHTS ON TRAINING 

establishing of progress in another 
direction. The accomplishment of 
the first improvement — in the law of 
progression — enables one to accom- 
plish the second improvement. It is 
like home affairs; when one misplace- 
ment is set in order it calls for 
tangible things to be set in order. 
Thinking people, and even those who 
do not think a great deal, admire this 
corresponding beauty. When we go 
from clean streets and yards into 
buildings, and find the uninviting 
contrasted appearance our first im- 
pulse, or sense of correction, is to put 
the interior in harmony with the ex- 
terior. When progress is brought into 
operation by this evidence of intelli- 
gence it is easy to see that the same 
evidence could be manifested within 
the bounds of school property. 
Clearer, advanced and more perfect 
surroundings will follow clearer, and 
more perfect thinking. 

[ 82 ] 



IMPORTANCE OF SANITATION 

The development of the new plan Courage 
lifts us up to the fourth step in our 
discourse, which step is courage. The 
word courage is used in the sense of 
manhood — resolution for the right to 
prevail, more exactly stated, the 
resolution for the prevailing right. A 
determination similar to that of St. 
Paul as he wrote: "For I am per- 
suaded that neither death, nor life, 
nor angels, nor principalities, nor 
powers, nor things present, nor 
things to come, nor height, nor 
depth, nor any other creature, shall 
be able to separate us from the love 
of God, which is in Christ Jesus our 
Lord." (Rom. 8:38.) 



Manhood is a mind-quality and Adherence 
the person who maintains his man- power 
hood must at present adhere to the 
independent thought (never the de- 
pendent one on earthly things) 

[83 ] 



THOUGHTS ON TRAINING 

rather than the popular thought. To 
reach the above achievement to an 
interesting height the individual must 
constantly exercise an undaunted 
courage. Just as we see near the 
beginning of this theme, beauty im- 
plied in order, and order implied in 
progress, we now see progress im- 
plied in courage. If it is right to 
keep things clean; if it is right to 
place belongings in order, these 
right movements have a cause which 
should be known as well as the effect 
of that cause. This cause is that 
quality of Mind, or mind-thinking 
which ''designates and leads the 
way." Courage is its reflection — 
manhood is its expression. 

Is genuine- The improved growth of that men- 

ness im- tioned city, or of any other city, 

could never have been devised had it 

not been for courage leading some 

[ 84 ] 



IMPORTANCE OF SANITATION 

human being into executorial plans. 
Evil in schools become so gross that 
to maintain a refined civility, man- 
hood must lead the way therein. 
We ask, is it important to be cour- 
ageous? Is it important for the ele- 
vated intelligence to be exemplified 
in school affairs? Is it of worthy con- 
sequence to be a genuine man? 

Emerson's idea of a real man did Emerson' 
not consist of avoirdupois, or of ^^^ 
stature. Manhood was always fore- 
most in the Emerson man; so visibly 
that his hearers could not understand 
Emerson's advice to be a man on 
the farm. Be a man behind the 
counter. Be a man at the desk. Be 
a man at anything attempted. 
Emerson recognized that the power 
of the man-idea lies in the capacity 
of authoritative discrimination. 



[ 85 1 



THOUGHTS ON TRAINING 



The Haw- 
thorne 
man 



Hawthorne pictures his logical 
man by the character of Ernest, in 
the allegory of 'The Great Stone 
Face." If this allegory could be 
properly presented in schools its in- 
struction would be fondly desirable to 
the student body — instilling in it 
duty, "line upon line." And we are 
not off the subject, for the title of this 
paper borders upon duty in the sense 
of privilege — the privilege of pre- 
senting clean thoughts — sanitation. 



Mental 
stand- 
point 



The trouble with us we try to 
solve our problems reversely. We 
try to work from effect to cause in- 
stead of going the natural route from 
cause to effect. At times we go to 
work on methods without knowing 
why. In pursuance of the why the 
program committee may be com- 
mended for stating this question as it 
is. The writer is given at least a 



I 86 ] 



IMPORTANCE OF SANITATION 

chance to deal with whys. You are 
not surprised to know that the basis 
of reasoning is from a mental stand- 
point rather than a physical one. 
Our schools perhaps hear more of the 
physical side than they do of all 
other subjects combined, but they 
should be taught that mental atti- 
tude governs the physical. 

There seems to be nearly as many Incongru- 
disagreeables as there are inconsisten- ***®® 
cies. Dust stirred to a profuse per- 
meation in the air gives an unwelcome 
stifle. Chalk dust does the same. I 
knew a school in the board of which 
there was a doctor of medicine who 
advocated the use of the worst 
crayon made. Another in a different 
board permitted the vilest moral 
character to remain in school when 
the state law ruled expulsion. A 
physician in another board was not 

[ 87 ] 



THOUGHTS ON TRAINING 

willing to spend, for the public wel- 
fare, from the public treasury, a 
small sum with which to buy floor 
oil, or floor "sweep" that the house 
might be kept clean. Every day the 
fog of dust settled on the walls and 
furniture, and no one could stay 
clean long at a time. These incidents 
are also noticeable among state insti- 
tutions; not that the dust is poison- 
ous, or murderous, but there is an 
idea aside from this the manifesta- 
tion of which, gathers the dust in- 
stead of scattering it. 



Consist- Again, people have not been taught 

encies ^-^^ intelligent harmony of sweeping. 

They leave as much dust in the home 
as they take out. However, methods 
need not be brought into the Import- 
ance. It is the purpose of the fea- 
ture before you to present the import- 
ance, not methods. It is only referred 



[ 88 ] 



IMPORTANCE OF SANITATION 

to for the sake of organizing, or classi- 
fying whatever knowledge we may 
gain in lieu of it. Our sense can not 
be educated to the importance of 
sanitation until we receive mental 
sanitation, that is, when the human 
mind is changed to the belief that 
perfect cleanliness is the proper man- 
ner, and all opposite appearance, of 
every space, is distasteful to the 
superior senses, and discordant to 
the form of nature, mind-force will 
assert itself and industry will fall in 
line to remedy matters. Since our 
minds lead, it seems that they are 
more indolent than our bodies. The 
mental conception must be strong 
enough to lead the body into action, 
then there will be a correlative 
method unfold to mind. 



[ 89 1 



THOUGHTS ON TRAINING 



Cause in 
one case 
should be 
cause in 
the other 



All these step-rounds are for good, 
and are all implied in number five. 
I am often reminded of an experience 
of a singular physician. He said that 
he drove into the country to visit an 
ill child. He saw a baby sick, and 
dirty. Its clothing was dirty, and its 
bedding was dirty. He said he could 
not tell the mother what the child 
needed — a bath, and so on. As he 
drove back home he was not sure 
that he knew what the child needed, 
but there was one fact he did know. 
A conviction had come to him that 
that circumstance was a proof to him 
that there is a divine Providence, 
wiser than doctors, who keeps and 
cares for human beings regardless of 
what may be thought of then* sur- 
roundings. When he talked with the 
father about sanitary conveniences 
the father replied: "Why there is a 
neighbor two miles up the road, and 



[ 90 1 



IMPORTANCE OF SANITATION 

he has everything Hke you describe, 
nice and clean, and some of his 
family are sick all the time. What's 
the cause with them?" The so-called 
physician had not shown his friend 
the externality of being clean. These 
and similar examples help turn 
thought into new and various chan- 
nels. 



As we go a little further the fifth Eternality 
step reveals an added eternal ^^ ^^^^ 
thought, and we can understand that 
if beauty, order, progress, and cour- 
age are good (and they are) they are 
eternally good, which view renders 
sanitation everlasting — immortality 
being the fifth step and including the 
foregoing. If good qualities are not 
redeemable qualities which ones are? 
If redeemable qualities are not im- 
mortal, which ones are? The good 
that we live whether in courage, 

I 91 ] 



THOUGHTS ON TRAINING 

progress, order, cleanliness, peace, 
energy, strength, justice, comfort, 
humility, or what, are inextinguish- 
able because they are eternal. It 
behooves us to make every good ele- 
ment important, or to rise to the im- 
portance which already exists and 
seek the products of immortal think- 
ing that we may attain to greater 
attributes. 



[ 92 1 



WHY COUNTIES SHOULD 

HOLD SCHOOL 
DIRECTORS' ASSOCIATION 

*'For the Son of man shall come in 

the glory of his Father with his 

angels; and then he shall reward 

every man according to his works." 

—St. Matthew, 16-27. 

"The night is far spent, the day is 
at hand; let us therefore cast off the 
works of darkness, and let us put on 
the armour of light." 

— Romans, 13:12. 

Many people think that the pres- New modes 
ent system of directorship has been 
in use ever since the beginning of 
time and will continue until the end 
of time. A number are of the opinion 
that it should be so. The present 
system is good enough for them. 
To show the inconsistency of this 

I 93 ] 



vs. old 
modes 



THOUGHTS ON TRAINING 

trend of thought, we must ask these 
dear people if the old mode of farm- 
ing in good enough for them? Is 
the old mode of milling good enough 
for them? Is the old mode of travel- 
ing sufficient to hasten the hurry of 
today? Is the candle light so satis- 
factory that we need no lamps, or 
electricity? Are the old cooking 
stoves good enough? 



Early 
attempts 
in 
training 



Now, to those who think that the 
director -system has always existed, 
let us say that the history of the 
ancient Egyptians is as far back as 
we have any record, and their educa- 
tional affairs were under the control 
of the priesthood. Next came the 
Babylonians who advanced under 
practically the same system as the 
Egyptians. The aristocratic Phoe- 
nician education was not general 
enough to maintain local directors in 
each district. 



[ 94 ] 



DIRECTORS^ ASSOCIATION 

The Judeans were the first to Historical 
generalize. Being descendants of the sketches 
former nations, many of them were, 
learned, but they added to their sys- 
tem the work of the Rabbi through 
which they held learning in high 
esteem and seem to make it com- 
pulsory. The scholarship of the 
Medes and Persians consisted of only 
exercises that pretended to make 
them warriors. History tells us that 
books and reading seemed to form no 
part of their ordinary learning. The 
schools of Greece and Rome were 
specials. The girls were not far ad- 
vanced. This kept the school enum- 
eration comparatively low. The state 
took charge of the boys and taught 
them in a few arts, and what the 
world calls patriotism. 



The nations were endowed with Unscat- 

concentration of mind because they *®''®^ ^*" 

1 1 /. 1 1 1 /. • tentions 

had tew books, and few attractions. 



[ 95 ] 



THOUGHTS ON TRAINING 

The lesser number of interests the 
stronger the so-called concentration 
seems to be, and naturally, because 
the human mind can not be scattered 
over more than it can demonstrate. 
It was through this concentration 
that they were led to a reform in 
school systems, which tend more 
generally to educate their people, 
but during several centuries we know 
nothing of their ad^/ancement — ex- 
cept that of the wealthier, and their 
development was conducted by the 
ministry and the town councils, add- 
ing these two workers to the priest- 
hood and the Rabbi. 

Tendency Late in the seventeenth century 

toward there came a tendency toward democ- 
democracy i i. ^ 

racy and the poor people began to 

clamor in seeking more learning. In 

their clamor, secondary schools were 

established, and primary schools were 

[ 96 1 



DIRECTORS^ ASSOCIATION 

established. At this stage of pro- 
ficiency the emphatic fact was that 
the purpose of all schools was to sup- 
plement the homes. By and by par- 
ents began to employ whom they 
thought was the needed help. They 
regarded it both a duty and a privi- 
lege to co-operate with each other, 
and with whomever they might em- 
ploy to supplement their training. 

The aggregating population and Business 
the increasing demand for higher obligations 
knowledge imposed certain obliga- 
tions upon these parents. Funds were 
to be raised — houses built — and 
books were to be published and 
selected. Each parent of a neighbor- 
hood could not provide these neces- 
sities, but he could support a com- 
mittee elected from his number. 
When they came to the larger sup- 
plies, the committee was handicapped, 

I S7 ] 



THOUGHTS ON TRAINING 

because it had no legal authority to 
transact business. In the United 
States, at least the greater part of 
it, the act of 1870 established the 
first elementary schools organized. 
. . . These are the "board" schools — 
or the director-schools controlled by 
local directors and supported by local 
taxation. 

Privilege, In the last few paragraphs I have 

not duty nierely mentioned two of the reasons 
why counties might advance faster 
through the influence of a directors' 
association. The first reason is that 
directors should count it a great 
privilege to do a reasonable amount 
of work in the improvement of his 
own community life, in the same 
spirit that he should in the church. 
This is the most important why be- 
cause it must be considered from the 
standpoint of ethics. Therefore we 

I 98 ] 



DIRECTORS^ ASSOCIATION 

say privilege advisedly, for if we had 
a larger conception of privilege we 
would seek to render our aid in an 
exalted and easier way. If children 
must learn, and parents must see 
that they learn, the only opportunity 
the parent has is while these young- 
sters are growing up, while they are 
under the parental roof and there is 
really no duty about it unless in the 
better sense we understand the two 
words synonymously. There is in it 
a chance, an opportunity to do the 
work which is allotted to him to do. 
This is his cup in the training sphere 
of the work. 

The next reason is the legal side of Legality 
the question. By the act that created 
the office of directors the State, 
quite largely, intrusted them with a 
responsibility whereby the home 
could be supplemented. In some 

[ 99 ] 



THOUGHTS ON TRAINING 

phases of school affairs the directors 
have all the authority. Then if they 
are invested v/ith so much authority 
why not keep in closer touch with the 
thing they are supposed to maintain. 
They are required to manage the 
public funds for their entire vicinity 
and are relied upon to do it in such a 
way as to give the greatest amount of 
good to the greatest number thereof. 



Measures 
seem in 
advance of 
their time 



The third and last motive for such 
an association, that we shall take the 
time to hear at present, is the hope 
of improved issues. The meetings 
should not be frequent enough to 
burden directors, and if they were 
ready for the organization it might 
tend to lighten instead of burden. 
One cause of saying if they were 
ready for it is that a state measure 
was advocated some years ago that 
did not prove its justice in a large 



t 100 J 



DIRECTORS^ ASSOCIATION 

majority of districts. The citizenship 
of the State seemed not ready for the 
trust. So, we shall try to be careful 
enough to say that the results of a 
directors' association would depend 
entirely upon the management of it, 
or we might say, its purpose, and its 
government, reflected. 

We may take for granted that a Alertness 

county had an association, and out of ^^^ ^^ 

seen 

the two hundred twenty-five, or 

more, directors in the county, fifty 
of them were present at the teachers' 
association. Do you not think that 
the teachers would become alert to 
resolirceful methods and manifest an 
added interest in what constitutes 
beneficial teaching? And do you not 
think the manifestation would be 
more salient in the schools of which 
these teachers have charge? 



[ 101 1 



THOUGHTS ON TRAINING 



Deprecia- 
tion is in 
method 



The only directors* meeting that 
has come into the experience of the 
writer was a place where the board 
had regular meetings with its teach- 
ers. The Board had an idea what 
the teachers were trying to do, and 
vice versa The meetings were inter- 
esting. Occasionally a patron would 
approach the board with a song like 
this: "You have a teacher who does 
not know how to grade. She gave my 
boy fifty in arithmetic, and he has 
always made good grades,'' etc. Then 
in the meeting the board would go 
over that boy's record with the 
teacher and find the difficulty with 
boy. Perhaps he is absent from school 
ten days out of twenty and that he is 
graded higher than he should be. 
Perhaps he had failed in some other 
respect. When complaints came to 
the Board it led the Board to investi- 
gate the registers that were kept prior 



I 102 ] 



DIRECTORS^ ASSOCIATION 

to their custom of meeting. It found 
the most delinquent pupils, and those 
who were present six or eight days in 
the month, graded high in the eigh- 
ties and nineties. The Board aided in 
forming the curriculum and general 
regulations which helped all con- 
cerned. The depreciation here is not 
in the words, but it is in the method 
of the right process depreciating the 
wrong. 



If the directors in the county were Weigh 
to occasionally meet with the teachers ^ ^^^ 
during the school session, and the 
patrons knew what was happening, 
do you think that they would be as 
anxious to ask that the requirements 
of their children be removed? In a 
short time and a short paper these 
reasons can only be scanned. They 
are for you to put on the balance- 

[ 103 ] 



THOUGHTS ON TRAINING 

scales. If our attempts are weighed, 
are not found wanting, we shall 
realize that our reward will be in pro- 
portion to our works. 



THE SCOPE OF THE 
TEACHER 

"To him that overcometh will I 
give to eat of the hidden manna, and 
will give him a white stone, and in 
the stone a new name wTitten which 
no man knoweth saving he that re- 

ceiveth it And one of the 

elders answered, saying unto me, 
*What are these which are arrayed 
in white robes, and whence came 
they?' And I said unto him, 'Sir, 
thou knowest/ And he said to me, 
'These are they which came out of 
great tribulation, and have washed 
their robes, and made them white 
in the blood of the Lam.b/ '' 

— Revelation, 2:17, 7:14. 



As a matter of course, there are no Unlikeness 

two occupations exactly alike. If 



they were, there would be only one 
occupation. Necessarily, there must 



vocations 



[ 105 ] 



THOUGHTS ON TRAINING 

be as many different names as there 
are different classes of work, owing 
to infinite ideas. Some phases of 
industry diverge more widely than 
others do. I say phases because they 
are phases — parts of the one great 
plan. It is a comprehensible and an 
acknowledged fact that the work of 
the public school teacher varies to a 
greater extent of comparison than 
the work of any other vocation. 

Activities Strictly speaking there is not an 
absolute difference from other lines of 
work because Providence so created 
the universe that no good thing is 
entirely separate from its surround- 
ing good things; but one industry 
depends upon, or is tangible to, 
other industries. For instance, people 

^ require food supplies, and this food 

supply depends upon the production 
of edible provisions. Cloth manufac- 

[ 106 ] 



SCOPE OF THE TEACHER 

turers depend upon the production 
of the things that make cloth — cot- 
ton, wool, and flax. The cutlery 
manufactures involve the work of 
mines; both the manufacturers and 
the miners involve the work of the 
farmer and the farmer in turn de- 
pends upon his fellowman to bring 
back to him the articles which his en- 
vironment — strength, climate and 
soil — can not produce. 

The cabinet maker depends upon one 
the lumberman, or the millmen, and source 
these in turn depend upon the de- 
mand of their raw materials. Thus 
it is with the work of mechanics, the 
cooper, the cobbler, the engineers, 
the merchants, the butcher, the car- 
penter, teaching and other callings. 
These combined and various activi- 
ties which support the whole mass of 
humanity, are not the source, but 

[ 107 ] 



THOUGHTS ON TRAINING 

humanity with all its activity is the 
manifestation of one all-wise, su- 
preme, infinite source — God. 

Similari- The few prominent points of simi- 

*^®® larities in the work of the teacher may 

be summed up in the following 
thoughts: first, in a mortal sense, he 
is a human being; second, he deals 
with other human beings; third, all 
require shelter, food, clothing and 
business; fourth, in order to main- 
tain these necessities he must mani- 
fest a sane intelligence which exe- 
cutes the tasks set before him — the 
common intelligence of mastery 
shown in shoveling stone, digging a 
ditch, setting a post, making an 
apron, sweeping a floor, or cooking a 
biscuit — mastery, dominion spirit- 
ually, not will power. 

Differences The points of difference can not be 
stated in a few words. He also deals 

[ 108 ] 



SCOPE OF THE TEACHER 

with an element far different from 
lumber, cotton, ground, leather, 
cloth, ore, and vegetables. He deals 
with a far different constituent from 
the animal life of hogs, cattle, sheep, 
and horses. The lower animals are 
not creatures of closest companion- 
ship. Even when they are in a re- 
bellious state of mortal mind their 
conversation is not such as would 
seek to influence their acquaintances 
to their own selfish opinions. The 
business of teaching directly concerns 
many people, while any other busi- 
ness directly concerns but a few. To 
mortal man there is no other business 
which requires, or administers so 
much authority over our neighbors 
and our neighbor's children as does 
the business of teaching. There is no 
other business in which the em- 
ployed (the children) realize so little: 
*This work is mine and I must ac- 

[ 109 ] 



THOUGHTS ON TRAINING 

complish it." There is no other line 
of employment in which the em- 
ployees realize so little the return 
value or culture of real learning. 
The woeful lack of effort on the part 
of pupils to overcome evil and igno- 
rance in themselves, and for them- 
selves, and the ambition of the 
teacher to succeed where every pred- 
ecessor has failed, makes the teach- 
ing profession stand by itself more 
nearly aloof from the remainder of 
the catalog of occupations. No other 
incorporated organization draws its 
participants so much against their 
wishes and from as many so-called 
sinful abodes. 



Viewscope ^^ reflecting upon these plights of 
comparison we seem forced to judge, 
to a small degree some of the thoughts 
which, in teaching, demand the men- 
tality and vitality of the teacher. 

[ no ] 



SCOPE OF THE TEACHER 

These deductions should be made 
from the actual standpoint of the 
schoolroom work itself and not from 
the standpoint of the teacher, or 
from the standpoint of public opinion. 
These views comprise the scope of 
the teacher. 

The kind of an individual a person initiative 
becomes depends in part, upon what 
he seeks to become, and in part upon 
his sense of terminology? There is no 
display of will power, but honest pur- 
pose coupled with persistent effort, 
makes achievement possible. Then, 
following initiativeness the seeker 
finds himself servant of the thing he 
wishes to serve. His propensity is 
natural and naturalness overcomes 
the unnaturalness according to the 
seeking which process terminates in 
the so-called acquired. 

[ 111 1 



THOUGHTS ON TRAINING 

Leadership One may lead a performance, or 
start a performance in work, play, or 
society. He may seek to become an 
instructor, or seek to become a 
listener. In this case, instructorship 
canies its own term and the instruc- 
tor must deal in solid facts. He may 
seek to be an organizer of public 
assemblages; in this case his sense 
may be active in the role of an 
agreeable cosmopolitan. He may 
have the sense of an agitator, or 
that of a conservative. Whatever 
the term denominating the pursu- 
ance may be, it may present itself in 
various, yet correct expressions, in 
the consciousness of the pursuers. 
The term may mean one good sense 
to one person and another good sense 
to another person, and the like. 
School is the one activity in a com- 
munity life that requires not simply 
the greater part, but almost all of 
the attention of its leader. 

[ 112 ] 



SCOPE OF THE TEACHER 

Of course, it is not expected that Must do 

the teacher's attitude indicates self- ^^^^^ ^^"^ 

the sake of 

ishness under any circumstances; in right 
fact, the more real teaching he does 
the less selfish he becomes. He must 
not mistreat anybody; he may seem 
to be accused of traits which are, or 
are not foreign to his nature, but the 
leader must possess the courage to 
know that when he is substantiating 
an honest conviction of Principle he 
is not disfavoring any one; and if he 
attends well to his school, does his 
work conscientiously, and reflects 
upon his mission and his surroundings 
he will have little time in which to 
lead other lines of interest. He must 
endow himself with the courage of 
right thinking and right acting for his 
own self's sake, as every citizen 
should do. He must be willing to live 
it even if he is condemned and 
accused from all mankind. He must 

[ 113 ] 



THOUGHTS ON TRAINING 

look to the great God of Principle for 
his strength and be able to stand 
alone in the conflict, not for his own 
glory, but for the glory of eternal 
right. 



Encourage 
good 
without 
being a 
leader 



He may encourage good intentions 
by a kindly feeling, commendable 
words, or temporary official service. 
In this sense he is one of the leaders 
of the community; however, he does 
not necessarily need to invite himself 
to shoulder, or usurp, the responsi- 
bility, or infringe upon the rights of 
co-leaders. Many of the permanent 
residents are much better informed 
concerning the social demands of 
their neighborhood than a newcomer 
can possibly be. They have managed 
those affairs long before the teacher 
arrived, and will continue to do so 
after he has gone. 



[ 114 ] 



SCOPE OF THE TEACHER 

A cordial manner of approaching a part of 
people, recognizing good in the fellow- ^^^ 
man, and a full realization that all 
people are "pebbles on the beach" is 
the kind of leadership the teacher 
needs to exercise outside of school as 
well as in school. These qualities of 
ability form a part of his armor which 
he may carry continually into any 
field. In addition to the above 
courtesy, because courtesy is a part 
of the teaching, in the schoolroom 
the teacher, in a measure, assigns the 
tasks and gives the signals; he inter- 
prets for the student body and leads 
it to both the printed page and the 
thoughts that are felt, but not seen, 
or written; he must uncover the mo- 
tive underlying the learning of all 
subjects and stimulate that motive 
into active manifestation. Present- 
ing this training tactfully is excellent 
leadership. 

[ 115 ] 



THOUGHTS ON TRAINING 

Dispatch- Besides being a leader, the teacher 
ership must be a dispatcher ol affairs. A 

large per cent of the children in a 
school may be wanting individual in- 
struction, or personal attention in 
regard to their special rights (accord- 
ing to the favors they wish to be 
shown) or help with some of their 
school supplies, or an adjustment of 
apparel, especially in the lower 
grades, while another large per cent 
may be anxious to explain how much 
or how little it knows, and why. At 
the same time another large per cent 
is often busily engaged in decidedly 
various ways of mischief-making. 
There are cases of discipline, cases of 
reasoning, cases of rehearsals, cases of 
mere presentation, and many, many 
untold incidents arising in school in a 
proportionally short time, thus the 
teacher must lose no time in the 
riddance of hindrances, and setting 
forth of right ideas. 

I 116 ] 



SCOPE OF THE TEACHER 

The channels must be clear, the Great 
confusion eliminated and the instruc- ^^^ 
tion proceed in almost an instant. 
Diligence, prompt execution, speedy 
performance must be incessantly 
watched. The daily program is 
crowded with recitation periods. A 
slight deviation may be made from 
the routine, but not from an instruc- 
tive line of thought. Some of the les- 
sons are prepared, some are not. A 
few of the pupils know how to study, 
many do not. Some are ready for 
another topic, many are not; but the 
dispatcher, quick in his horizon of 
demarcation continues to instruct, 
sending a thought here, and a thought 
there, giving help here — help there, 
rendering decision upon this, or upon 
that until his doors are closed and the 
wires are so-to-speak unburdened. 
Even though he has been in action 
during the day, manifesting calmness 

[ 117 ] 



THOUGHTS ON TRAINING 

and patience in thoughts of eternal 
Mind which have been with him to 
keep charge over him, and will be 
with him during the night in the 
similtude of the day — the same pos- 
sibility of professional phases existing 
in any other calling, he shall give 
himself no credit for his deeds because 
he is not the source of the eternal 
Mind whose angels have had charge 
over him; the praise is due the 
higher source. 

Captaincy Legitimate effect is the manifesta- 
tion of one legitimate cause. Govern- 
ment is symbolical of the reign of di- 
vine supremacy. Every so-called 
human organization reflects in a 
measure the one infinite government 
and the teacher, to so-called human 
sense, is a commanding officer who 
has authority over others acting in 
unison. His crew marches, or halts at 
his bidding. They work, or they play 

I 118 ] 



SCOPE OF THE TEACHER 

at his sanction. In many respects he 
organizes, or disorganizes, his stu- 
dents for each movement. Moreover, 
every movement, regardless of the 
number of constituents, must have a 
chief, a principal, or a head who may 
say we shall do this, or we shall do 
that; we can do this or we can do 
that. Drastic terms are not meant. 
It may be a quiet, unostentatious 
suggestion; it may be an un vaunted 
demxonstration; nevertheless, the gos- 
pel is said. The best captain is the 
one who makes the wisest decisions, 
even when the whole team, crew, 
corps, army, or body seems to be 
governing itself, as is often the case. 
The captain being a member of the 
force is none the less responsible or 
irresponsible for its success because 
they ''live, and move, and have their 
being" in Soul. (Acts, 17:28.) "And 
he is before all things, and by him all 
things consist." (Colossians, 1:17.) 

I 119 ] 



THOUGHTS ON TRAINING 

Soldiery The above thoughts lead us to the 

premise of private soldiership reflec- 
tions. The teacher is a private 
soldier when he frees himself from 
self-opinionated views, brings his 
school into harmonious action, and 
maintains a correct reverence for 
both the leader and the followers. 
(The shepherd and the sheep.) He is 
also a public soldier because privacies 
make publicities and all are included 
in the universal service for good. 
Each one is a captain, and each one is 
a private when each one reaches the 
same plane of thought and action 
which amends for the peace of all. 



Instructor- 
ship 



The quality of the teacher is prob- 
ably most displayed during the reci- 
tation period. His storehouse of 
knowledge must so far exceed that of 
his pupils that information may be 
ready at an instant. His preparation 



[ 120 ] 



SCOPE OF THE TEACHER 

must include methods, as well as 
knowledge. Under proper direction 
the pupils are induced to more studi- 
ous practices, to diligence of greater 
profit, and to an investigating pro- 
pensity which will sustain them with- 
out the acceptance of conclusions de- 
rived from unreliable sources. The 
teacher must know books, and to a 
great extent their contents, and 
present facts in the simplest manner. 
His range of study is not confined to 
the few books of one curriculum; his 
information is the more useful the 
more facts it encompasses — facts of 
nature, thrift, travel, economy, com.- 
merce, agriculture, etcetera. 



The teacher proves that he has Student- 
been, and is a student himself. If ^^'^ 
study is a right mode, it is a right 
mode for all. If willing to learn is a 
right attitude, it is a right attitude 

[ 121 ] 



THOUGHTS ON TRAINING 

for all. The so-called instinct which 
appears to resent study renders study 
valueless. The ability to study, or to 
think or to meditate, or to concen- 
trate, or to weigh matters of admi- 
rable consequences, is a necessary 
quality of earnest endeavor and he 
is as willing to exmplif y his integrity 
as he is to exemplify efficiency in 
any work. He shows his pupils the 
way by the proofs of his qualifica- 
tions as a musician shows his pupils 
the way, by his skilful performance. 
To be able to study with the children 
is a creditable insinuation on the 
preparation of the teacher. 

In the There are many interesting sub- 

sense of a jects arising with which the teacher 
ep er ^^^ ^^^^ ^^ acquaint himself and 
his frankness in the minor details is 
one way of using an opportunity to 
hold the confidence of his associates 

[ 122 ] 



SCOPE OF THE TEACHER 

to help those whom he is striving to 
help — to feed his sheep. During 
school hours the teacher sees that the 
children have as many comforts as is 
in his power to give. He sees the 
richest and most important topics in 
the text books, and dwells on those 
like a shepherd grazes his flock on the 
greenest pasture. What will a careful 
shepherd not do for his sheep? He 
will not tantalize them or allow them 
to go astray because his service is 
good, and good must be thought of as 
both an adjective and as a noun. 



None of the foregoing qualities can In the 
hardly be manifested without bring- ^^^^^ ^ ^ 
ing into prominence the sense of a 
judge; not a material judge, either, 
but in the spirit of such declarations 
as "And ye shall know the truth, and 
the truth shall make you free." (St. 
John, 8:32.) "Be not deceived; God 

I 123 ] 



THOUGHTS ON TRAINING 

is not mocked; for whatsoever a man 
soweth, that shall he also reap." 
(Galatians, 6:7.) Owing to the pro- 
nounced difference which constitute 
the instructor's position he is con- 
tinually called upon for a decision. 
Decision is judgment. The meaning 
is not restricted to legal documents, 
neither do all the official judges sit 
upon the political benches. It will be 
well for us to investigate the meaning 
of judgment with its following syn- 
onyms; discernment, decision, deter- 
mination, award, estimate, criticism, 
taste, discrimination, penetration, 
sagacity, intelligence, and under- 
standing. 

Broader The dictionary further says that 

meaning "Judgment is the operation of mind 
involving comparison and discrimi- 
nation, by which a knowledge of 
values and relations of things whether 

I 124 1 



SCOPE OF THE TEACHER 

of moral qualities, intellectual con- 
cept, logical propositions, or material 
facts, is obtained." This is natural 
effect over which Mind governs. 
Psychology does not solve the prob- 
lem far enough to explain infinite 
Mind whether the individual is con- 
scious of his judgment, or whether he 
is a man of letters, or whether he is a 
m.an of m.ere instinct, the rational 
mind is constantly judging. It may 
be judging correctly, or incorrectly, 
but incorrect judgments are not the 
redemptive thoughts. Righteous 
judgment, discrimination, and dis- 
cernment are the mind-filled thoughts 
which know no bound. They form 
the golden thread of soul whose effect 
has no other cause, or source, but the 
Infinite. 



I 125 1 



THOUGHTS ON TRAINING 

Good over Broad as the teacher's scope may 
seem to be there are yet harmonious 
senses which, if studied, will so widen 
the scope of the pursuers of other 
. vocations that troublesome phases 
will become less burdensome — more 
pleasant and more profitable to all 
classes of people. There is no posi- 
tion in which there is returned as 
much good for evil as is from the 
teacher's desk. The real teacher does 
not gain by trying to "get even" with 
students and parents. He does not 
destroy evil by exposing the faults of 
a child to the other children and like 
sinful mind seeks to publish, or mis- 
represent the intentions of the teacher. 
The evil from either side should 
be healed rather than spread. If the 
teacher wins he must win at the 
game — not by some slight of hand, 
cheating, or lying — and his game is 
not a game of retaliation. His game 

[ 126 ] 



SCOPE OF THE TEACHER 

is justice, and the teacher must be 
just. He can neither be ashamed to 
talk of God and prayer nor ashamed 
to try to prove what he preaches. 

He cannot voice adverse insinuat- Sowing the 
ing remarks against his pupils, be- '^^^ 
cause the pupil voiced an error 
against him; if the teacher does deal 
in this method he places himself 
upon the same mental plane with 
that of the pupils. He cannot return 
an offense to his patron for some 
"second-hand" information that has 
never been proved; if he does he 
places himself on the same mortal 
plane with his patron. He is like unto 
a sower going out to sow. He may 
sow seeds of kindness; seeds of hon- 
esty; seeds of redemption; seeds of 
forgiveness; seeds of love. Some fall 
by the wayside, but he must sow; 
some may fall in stony places, but he 

[ 127 ] 



THOUGHTS ON TRAINING 

must sow; some will fall into fertile 
ground in proportion as he continues 
to sow. Now, there is nothing to 
keep a sound seed in the ground from 
growing, but since our seed of for- 
giveness, and so on, are mental they 
are, of course, sown in a mental 
realm. 



Seed and There are a few conditions, how- 
environ- ever, if maintained, which add to the 
environment of the seed; to do a deed 
rightly there is not but one motive, 
namely: to glorify the Father. Then 
there must be faith in this purpose 
that its principle, or cause, will gov- 
ern when we sow a seed righteously. 
In the vegetable kingdom we do not 
expect instaneous manifestation of 
that seed. It may take it days, 
months, or years to germinate, form 
a plant, and bear fruit. It is fre- 
quently much the same in the mental 

[ 128 ] 



SCOPE OF THE TEACHER 

kingdom; a thought should have time 
to develop into good; it may require 
years, but purpose, and faith, and pa- 
tience during the years of nature's 
budding, blossoming, and ripening will 
finally control the richness therein. 

"Cast thy bread upon the water; Exhorta- 
for thou shalt find it after many ^^^^ 
days." (Ecclesiastes, 11:1.) "So 
shall my word be that goeth forth out 
ofmym.outh; it shall not return unto 
me void, but it shall accomplish that 
which I please, and it shall prosper in 
the things whereunto I sent it." 
(Isaiah, 55:11.) So far as authority is 
concerned occasionally it may be 
necessary for the teacher to assume 
the responsibility of a parent, and 
there are other phases, or school 
problems, peculiar to each school that 
the teacher is compelled to work out 
for himself. To discourage, or to 

[ 129 ] 



THOUGHTS ON TRAINING 

condemn is not the purpose of one 
word in this volume; much to the 
contrary the author seeks to encour- 
age and promote, if possible, the 
transcendent thought that the reader 
may have more faith — faith in God; 
faith in himself; faith in mankind — 

faith, UNDERSTANDING. 



A fact You may say the requirements are 

remains a ^^^ j^-gj^. ^j^^ gcope is too extensive or 

lact 

that the demands are too multi- 
tudinous for you to perform the 
tasks of teaching. Nevertheless, 
whether you have seen the scope or 
not, it has existed all the while; 
whether you have counted the re- 
quirements or not, or whether we 
have ever taken the time to numer- 
ate the constituent labor of the field, 
the position of the teacher has not 
changed; the scope, the requirements, 
the deeds has been present from first 

[ 130 ] 



SCOPE OF THE TEACHER 

to last; personal opinion may throw 
its various interpretations on a fact, 
but a fact remains a fact. 



Teachers may say that they can No record 
not cover the ground, but they are ^^^^ ^®»"e 
covering the ground, and many of 
them are doing the work without real- 
izing how much they are doing. 
Many of them are performing this 
service not in acrimony, malignity, 
•or moroseness, and smoothness. Their 
employment is a test which is not 
recorded in such a manner that you 
can look about you when the day is 
over and see your steps in volume; 
or look up and down a figured page to 
gain a comparison of a day's employ- 
ment. There is benefit from the 
teacher's desk of which there is no 
human record made — neither in deed 
can be — and within the realm of cor- 
rect thinking the scope of the teacher 

[ 131 1 



THOUGHTS ON TRAINING 

exists whether he sees it or not. He is 
a leader, dispatcher, captain, soldier, 
pedagog, student, shepherd, judge, 
and sower regardless of whatever 
sense he may feel of his appellation. 

"There is no noble height thou 

cans't not climb. 
All triumphs may be thine in 

Time's futurity; 
If whatsoe'er thy fault, thou dost 

not faint or halt, 
But lean upon the staff of God's 

security." 



I 132 ] 



PART THREE 

"The quality of mercy is not strained, 
It droppeth as the gentle rain from 

Heaven 
Upon the place beneath; it is twice 

blest- 
It blesseth him that gives and him 

that takes; 
'Tis mightiest in the mightiest; it 

becomes 
The throned monarch better than his 

crown; 
His sceptre shows the force of tempo- 
ral power, 
The attribute to awe and majesty. 
Wherein doth sit the dread and fear of 

kings; 
But m.ercy is above this sceptered 

sway; 
It is enthroned in the hearts of kings, 
It is an attribute to God himself; 
And earthly power doth then show 

likest God's 
When mercy seasons justice." 

— Shakespeare. 

[ 133 ] 



PREFACE TO PART THREE 

The faith that is dominating this oomina- 
little volume is, that nothing can pre- ^^^^ 
vent its reading. If it is right for the 
world to have it, the world shall re- 
ceive it. If divine Principle opens it 
to good, no man can close it, and if 
Principle has closed it to evil no man 
can open it. "He that openeth, and 
no man shutteth; and shutteth, and 
no man openeth." (Revelation, 3:7). 



Politically it is independent — vin- Politically 

dicating the measures that worketh ^^^ 
. ^. , ji r religiously 

justice and peace, regardless of per- 
son, or position. Religiously, it is 
Christian, countenancing one infinite 
Supreme Being — God as all-in-all. 



I 135 ] 



Common Its highest protection in common 
^^^ law is the first Amendment to the 

National Constitution, Article I: 
"Congress shall make no law respect- 
ing an establishment of religion, or 
prohibiting the free exercise thereof; 
or abridging the freedom of speech, or 
of the press; or the right of the people 
peaceably to assemble, and to peti- 
tion the government for a redress of 
grievances." 



[ 136 1 



BIBLICAL CITATIONS 

Chapter and 
Pages Books Paragraph 

119 Acts...„ 17:28 

119 Colossians 1:17 

24 I Corinthians ._ 11:29, 30 

129 Ecclesiastes 11:1 

124 Galatians 6:7 

129 Isaiah 55:11 

55 Job 28:12, 15-20, 28 

75 James._ 3:11, 12 

9 II Kings 4 :2 

37 Psalms 98:9 

93 Romans 13 :12 

83 Romans 8:38 

105 Revelation _ 2:17, 7:14 

135 Revelation 3:7 

5 St. Matthew 11:28 

93 St. Matthew 16:27 

75 St. Mark 7:15 

123 St. John 8:32 

67 St. John 17:3 

5 St. Luke.. 12:37 

[ 137 1 



STUDENTS' INDEX OF MARGINAL 
SUBHEADS 



Page 

25 A better appreciation. 

130 A fact remains a fact. 

50 All will not enter politics. 

36 Assets to economy. 

83 Adherence to good is powerful. 

106 Activities. 

115 A part of his armor. 

101 Alertness may be seen. 

37 Allegorical teaching. 

60 Boastfulness not a help. 

124 Broader meaning. 

97 Business obligations. 

9 Colossal figures. 

8 Classifying according to work. 

8 Can be re-read with profit. 

24 Costly apparel. 

30 Concrete examples. 

56 Cardinal values. 

57 Compensated effort. 

[ 139 ] 



INDEX 
Page 

73 Civilization not Christianization. 

58 Conscience-stored possessions. 
66 Careless reading unadvised. 
83 Courage. 

88 Consistencies. 

90 Cause in one case should be the cause in the other. 
136 Common law. 

118 Captaincy. 

10 Definition. 

78 Disorders not sanitary. 

135 Domination. 

108 Differences. 

116 Dispatchership. 

59 Deeds valuable regardless of societary position. 
69 Deeds that should be manifested everywhere. 

102 Depreciation is in method. 

11 Entirely mental. 

94 Early attempts in training. 

19 Expenditures sometimes a saving. 

20 Expenditures sometimes a waste. 

71 Equipment not the source of learning. 

81 Exemplary practice. 

91 EternaHty of good. 

114 Encourage good without being a leader. 

129 Exhortation. 

13 Forfeiture. 

58 Faith and purpose profitable. 

38 Frank questioning a step toward learning. 

[ 140 ] 



INDEX 
Page 

117 Great work. 

7 Good for all if good for one. 

56 Goods — worldly possessions. 

39 Gentle corrections. 

126 Good over evil. 

63 Happiness a state of growth. 

42 Higher attitude. 

95 Historical sketches. 

34 In the light of sowing and reaping. 

84 Is genuineness important? 

111 Initiative. 

44 Inconsistent encouragement. 

46 Inconsistent accusation. 

87 Incongruities. 

120 Instructorship. 

122 In the sense of a shepherd. 

123 In the sense of a judge. 
15 Judicious nature. 

26 Lack of clothes is not the problem. 

112 Leadership. 
99 Legality. 

27 Mathematics in economy. 

113 Must do right for the sake of right. 
52 Men can be equally as virtuous. 
54 Moral. 

61 Mockery not a help. 

67 More good than bad. 

[ 141 ] 



INDEX 
Page 

68 Mark of vitalization. 

86 Mental standpoint. 

100 Measures seen in advance of their time. 

16 Natural thought is economical. 

60 Neither bought nor sold, but reflected. 

43 No sex in responsibility. 

49 No sex in principle. 

93 New modes vs. old modes. 

131 No record made. 

68 One inclusive system. 

107 One source. 

7 Occupation no barrier to knowledge, 

77 Order the second step. 

22 Peasantry taxed. 

17 Proof of judiciousness. 
135 Politically and religiously. 

21 Pointed suggestions. 

56 Personal viewpoint. 

70 Prudent training. 

76 Products of thoughts. 

45 Principle manifested. 

79 Progress. 

48 Process slow. 

98 Privilege, not duty. 

62 Real help. 

108 Similarities. 

18 Specific treatment. 

33 Saving in domestic science. 

[ 142 ] 



INDEX 

Page 

41 Sin the source of evil. 

72 Search for proof of the spirit. 

75 Superficiality. 

76 Sightliness. 

120 Soldiery. 

121 Studentship. 

81 School sanitation. 

127 Sowing the way. 

128 Seed and environment. 

35 Theory that will be practised. 

12 The talents. 

19 Two controlling principles. 

21 The width and breadth of economy. 

.-^^:29 The plus and minus. 

_^-:::a2 Thinking in saving. 

40 The higher goal. 

51 Traffic even in the home. 

52 True analogies. 

85 The Emerson man. 

86 The Hawthorne man. 

96 Tending toward democracy. 

105 Unlikeness to other vocation. 

17 Unnaturalness. 

95 Unscattered attentions. 

50 Unparallel thoughts. 

110 View-scope. 

47 Works vs. words. 
103 Weigh plans. 

48 Women should know broader subject. 
62 Will power a hindrance. 

[ 143 1 



BENEDICTION 

"Now unto him that is able to keep 
you from falling, and to present you 
faultless before the presence of his 
glory with exceeding joy, to the only 
wise God our Saviour, be glory and 
majesty, dominion and power, both 
now stnd ever. Amen/' 

— Jude, 1:24, 25. 



[ 144 ] 



LIBRARY OF CONGRESS 



019 810 677 A 



